The ambiguity tolerance in interpersonal communication is something occurred in individual's psychological structure (Budner, 1962). Moreover this concept is considered as a factor focused on classroom practices of foreign language teaching (Ely, 1995). Tolerance shown by individuals against other classmates during communication in the classroom group works is related to his ambiguity tolerance level and may affect the success of a foreign language. Reading is an activity pointing to the developmental process of the individual and enhancing the life quality. The individual who is on the reading process at the same time is an actor of a versatile and complex mental process combining hearing, interaction, perception, experience, thinking, learning, associations, influence and configuration. The desired objective in reading action is reading comprehension. On the other hand, reading comprehension requires the individual's conscious and cognitive effort. In this regard, individuals should go to establish bridge of interest between what was read and what was known before (Kent, 2002). Reading comprehension is one of the most fundamental cognitive activities involved in the individual's creativity and productivity. At the result of this cognitive effort, individuals, who has opportunity to restructure his mental development, therewithal has been considered to come to a position when he has learnt to learn and to convert information into production (Block, 2004). Both reading comprehension studies and metacognitive researches benefit from Flavell and Wellmake metacognition taxonomy theory. Bar, Kamil, Monsenthal’s theoretical underpinnings (1984), that based on mentioned taxonomy, were also useful in determination of the main mass reading strategies. This paper aims to study the ambiguity tolerance level and impact of metacognitive awareness on reading comprehension success of Turkish Language Preparation class students, who study in a multicultural environment of Kyrgyz-Turkish Manas University. For this purpose, for 578 preparation class students (sampling) were applied scales with questionnaire form with demographic data and Second Language Tolerance of Ambiguity Scale (SLTAS) by Ely (1995) and Metacognitive Awareness of Reading Strategies Inventory (MARS) by Mokhtari and Reichard (2002). Obtained data was analyzed using multivariate statistical techniques.
ambiguity tolerance, metacognitive awareness, reading comprehension success.