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The study examines the process of foreign language learning. The aim was to investigate dynamics and stability of the variable tolerance of ambiguity in the process of learning a foreign language through the means of specifically designed linguistic intervention program. The investigation aimed to find out the impact of the intervention called The Linguistic Intervention Program in the process of foreign language learning and tolerance of ambiguity in the foreign language performance. Moreover, the purpose was to investigate long-lasting changes in the selected periods, after one year. The focus was put on the ability to create a cognitive structure, especially the ability to achieve cognitive structuration. The linguistic intervention program represented a method of active social learning, and autonomous learning. The approaches we used were the following: relaxation, cooperative techniques, communication techniques, and the techniques aimed at social perception and intercultural communication in a foreign language. The linguistic intervention program was based on the natural approach of foreign language acquisition. The research method called the scale of the ability to achieve cognitive structure AACS was used on the sample of 256 college students enrolled for the foreign languages teaching programs. The results showed unique findings in the process of dynamics and stability of the examined variable, tolerance of ambiguity through the means of the linguistic intervention. They showed statistically significant higher score in AACS and statistically significant score in long-lasting changes in time. AACS appeared to be a stabile characteristic in the foreign language learning.

Tolerance of Ambiguity and the Linguistic Intervention Program