چكيده
This study aims at identifying the relationship among learning style (Visual-Auditory), ambiguity tolerance, and vocabulary knowledge, and to determine whether learning style and ambiguity tolerance can be the predictor of Iranian EFL learners' vocabulary knowledge. The participants of the study consisted of 113 EFL students from Tabriz University and Shahid Madani University of Tabriz. Oxford Placement Test (OPT), Ely's (1995) Second Language Tolerance of Ambiguity Scale (SLTAS), Reid's (1995) Perceptual Learning Style Preferences Questionnaire (PLSPQ), and a vocabulary test were used as the research instruments. The process of data analyses was performed using the Statistical Package for Social Sciences (SPSS, version 22). The relationships among the participants' learning style (Visual-Auditory), ambiguity tolerance, and vocabulary knowledge were examined using Pearson product-moment correlation coefficient (Pearson's r). Afterwards, the multiple regression analysis was used for predicting vocabulary knowledge from learning style (Visual- Auditory) and ambiguity tolerance. The results of the correlation analyses revealed a significant relationship between the Auditory learning style and vocabulary knowledge as well as between ambiguity tolerance and vocabulary knowledge. The results, however, revealed no significant relationship between Visual learning style and vocabulary knowledge. Moreover, the results of the study showed that individual learning style (Visual-Auditory) and ambiguity tolerance could both predict the vocabulary knowledge.
Key words: Ambiguity tolerance, learning style (visual- auditory), vocabulary knowledge
