Language learning strategies and tolerance of ambiguity of Korean midshipmen learning English as a foreign language

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dc.contributor.advisor Ely, Christopher M. en_US
dc.contributor.author Lee, Jun-Yong en_US
dc.date.accessioned 2011-06-03T19:28:05Z
dc.date.available 2011-06-03T19:28:05Z
dc.date.created 1998 en_US
dc.date.issued 1998
dc.identifier LD2489.Z68 1998 .L44 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/177631
dc.description.abstract This study explores patterns of language learning strategies and the degree of tolerance of ambiguity of Korean Naval Academy midshipmen. The subjects, 377 midshipmen, were divided into three groups according to class, major, and proficiency, and the results were analyzed by group. The study also sought to find out relationships between motivation, attitude, language learning strategies, and tolerance of ambiguity. For the study, the Strategy Inventory Language Learning (SILL for ESL/EFL) developed by Oxford (1990a) and the Second Language Tolerance of Ambiguity Scale by Ely (1995) were used, along with items about motivation and attitude toward language learning.It was found that the language learning strategy mean and tolerance of ambiguity mean were not high overall. The proficiency levels showed significant mean differences: the high proficiency level students showed a significantly higher mean use of language learning strategies and tolerance of ambiguity than did the low and mid proficiency level students. With respect to class levels, there were no significant mean differences relating to language learning strategies. The seniors' mean of tolerance of ambiguity, however, was significantly higher than that of the other class levels. For major, there were no significant differences in the use of language learning strategies and tolerance of ambiguity. Correlations between tolerance of ambiguity and language learning strategies were significant and positive, although modest.The midshipmen's means of motivation and attitude were comparatively high. It was also found that while motivation showed a strong correlation with language learning strategies, attitude showed a strong correlation with tolerance of ambiguity. Through the analysis of six open questions, in addition, it confirmed that the Korean midshipmen generally did not use active strategies in learning English, although high proficiency level students used more than the mid or low proficiency ones. en_US
dc.description.sponsorship Department of English
dc.format.extent xviii, 195 leaves : ill. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh English language -- Study and teaching -- Korean speakers. en_US
dc.subject.lcsh English language -- Acquisition. en_US
dc.subject.lcsh Ambiguity. en_US
dc.subject.lcsh Learning strategies. en_US
dc.title Language learning strategies and tolerance of ambiguity of Korean midshipmen learning English as a foreign language en_US
dc.description.degree Thesis (Ph. D.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1115721 en_US


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  • Doctoral Dissertations [3210]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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