The Relationship among Iranian Advanced EFL Learners’ Speaking, Writing, and Grammatical Competence: A Quantitative Study

To determine whether students' syntactic knowledge can influence their productive skills, this study examined the relationship between advanced EFL students' syntactic knowledge and their writing and speaking proficiency. A total of ۵۰ advanced students ( males and females) between the ages of ۲۰ and ۲۷ were chosen to take part in the study. Four tests, including a placement test, a syntax test for advanced from Oxford University Press, a writing test, and one test for speaking proficiency were used. There were four sets of scores total in the data. Calculating the relationship between syntax, writing, and speaking, was the main objective. Because the data for this study were quantitative, a correlational/descriptive design was chosen. The researcher then decided to find a correlation between the students' writing and speaking scores and their syntax scores based on their scores. Both the t-test and the Pearson correlation demonstrated that there is no real connection between syntax and speaking or writing. The findings of this study also demonstrated that there is no difference between the relationship between syntactic knowledge and speaking proficiency and the relationship between syntactic knowledge and writing proficiency.

کلیدواژه ها:

“Speaking proficiency ، Writing proficiency ، Syntactic knowledge ، Grammatical knowledge ، Quantitative study”.