The Impact of Ambiguity Tolerance on Second Language Acquisition and Its Implications for Classroom Teaching

As a key dimension of individual differences among learners, ambiguity toler-ance significantly influences the process of second language acquisition and the effectiveness of classroom teaching. Based on relevant research findings at home and abroad, this paper systematically sorts out the core connotations and char-acteristics of this concept. Further, it delves into the internal mechanisms through which ambiguity tolerance affects language learning from the perspec-tives of specific language skills such as reading, writing, and listening. Combined with teaching practice, this paper proposes targeted teaching strategies. The study finds that learners with high ambiguity tolerance tend to actively adopt positive learning strategies and exhibit stronger adaptability in practical lan-guage application. In contrast, learners with low ambiguity tolerance are prone to interference from learning anxiety and uncertain factors. This research aims to provide educators with a systematic theoretical support and practical refer-ence framework for identifying students’ individual differences and optimizing teaching strategies.