Individual Differences In English Language Learning

Whereas almost everybody acquires a native language to a standard that allows for smooth social interaction, the same cannot be said for second or foreign languages. Second and foreign language communications are especially considering the wide variety of processes that contribute to language learning, skill development, and the many contexts that arise for their communication. Savignon (2005) believes that if we accept that second/ foreign language learners must communicate in order to acquire the language, then learners are required to knowingly use underdeveloped L2 skills.

Language learning is a matter of having the ability to deal with unknown and even vague features of a new language, and the one who owns the ability of such adaptation

Because of individual differences, learning a foreign language can be difficult. Educational psychology has for decades recognized, emphasized, and investigated the concept of individual learner differences; "it is undoubtedly true that learners bring many individual characteristics to the learning process which will affect both the way in which they learn and the outcomes of that process" (Williams & Burden, 1997, p. 88). Moreover; instructors and expertise believed that some individuals learn a foreign language easily and some with more difficulty. Teachers and parents always have been concerned about student’s success in English learning as a foreign language and social adaptation both in and out of the

Poor performance in communication may be attributed to low level of proficiency; however, it can be a result of harmful degree of ambiguity tolerance. Therefore, investigation into the relationship between ambiguity tolerance and WTC can guide us to achieve a more realistic view of factors influencing EFL learners ' communication strategy. Moreover; studies regarding ambiguity tolerance usually concern ESL contexts (e.g., Chapelle, 1983) and usually focus on general language learning achievement, with the exception of El-Koumy (2000) and Erten and Topkaya (2009) who related AT to reading comprehension. Furthermore, recent years have seen an emergence of studies investigating affective issues in skill specific domains (Kondo-Brown, 2006). Even so, these studies are scarce and few studies were found investigating willingness to communicate and its relation to ambiguity tolerance in the Iranian EFL context. Therefore, this study aims to investigate any possible relationship between ambiguity tolerance and willingness to