Abstract:

Abstract The aim of this study was to ascertain the level of ambiguity tolerance in second language learning and the level of foreign language class anxiety among students in preparatory classes, as well as to ascertain whether there was a significant relationship between the two variables and whether these variables differed significantly in relation to their gender, language level, and medium of instruction. This was a descriptive study with the relational survey method. The data were collected via “the Foreign Language Classroom Anxiety Scale” developed by Horwitz, Horwitz, and Cope (1986) and “the Second Language Ambiguity Tolerance Scale” developed by Ely (1995). The data were analyzed with SPSS 22 packet program, and statistical tests like t-test, One- way ANOVA, and Pearson correlation and frequency and percentage calculations were used in the analysis. The findings revealed that the overall ambiguity tolerance level of the preparatory class students’ was moderately high, but anxiety levels were moderately low. There were also no significant differences regarding their gender, language levels and medium of instruction for both constructs. The only significant difference was the negative correlation between their ambiguity and anxiety levels. That is as preparatory-level students’ second language ambiguity tolerance level increased, their level of foreign language anxiety decreased. Implications were also offered within the light of the related literature.

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