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Ehrman, M. (1999). Ego Boundaries and Tolerance of Ambiguity in Second Language Learning. In J. Arnold (Ed.), Affect in Language Learning (pp. 68-86). Cambridge University press.

has been cited by the following article:

• TITLE: A Study of the Correlation between Non-English-Majored Graduates’ Scores of College English Test 6 and Tolerance of Ambiguity

  AUTHORS: Yougen Lou, Pei Xu, Honglian Liu, Xiaoxu Wei

  KEYWORDS: Non-English-Majored Graduates, Scores, Tolerance of Ambiguity

  JOURNAL NAME: Creative Education, Vol.6 No.20, November 24, 2015

  ABSTRACT: This paper is a study of effects of non-English-majored graduates’ tolerance of ambiguity (TA) on their scores of College English Test grade 6. The subjects for this study are 115 non-English-majored graduates from Yangtze University. The results in this study showed that the non-English-majored graduates’ TA was varied and their TA distributed normally; their TA was significantly correlated with their scores in listening and their total scores; there was a weak positive correlation between their TA and their scores in reading; but their scores in writing were not significantly correlated with their TA. The author hopes that the results and analyses in the paper will be a bit helpful to foreign language teaching and learning in China.