Predicting writing skills from spoken skills of ESL learners

Rajeswari Chelliah

    Research output: ThesisMaster's Thesis

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    Abstract

    [Truncated abstract] The study focuses on spoken and written skills in second language performance. The subjects in the study were a sample of second language (ESL) high school students in Year 12.

    The study addressed the question of relationships between spoken and written skills in second language learning. The main questions were the predictability of written language from spoken language performance and the identification of the particular spoken skills which influence written language performance.

    Spoken and written language tests which varied substantially were administered to assess the students' proficiency in the two skills. Spoken language scores were compared statistically with written language scores. The procedure first established the underlying dimensionality in spoken variables using factor analysis, secondly, linearity of scores between spoken and written language skills was assessed, next, a correlation matrix identified the spoken language skills which had a significant relationship to written performance and finally, the stepwise multiple regression indicated the amount of contribution spoken skills of grammar, lexical and semantic features, vocabulary, pronunciation and communicative skills made to written language performance.
    Original languageEnglish
    QualificationMasters
    Publication statusUnpublished - 1991

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    written language
    spoken language
    performance
    language
    grammar
    factor analysis
    vocabulary
    student
    semantics
    regression
    school
    learning

    Cite this

    @phdthesis{ecaf02af821c4e72997f5636f9fb39d3,
    title = "Predicting writing skills from spoken skills of ESL learners",
    abstract = "[Truncated abstract] The study focuses on spoken and written skills in second language performance. The subjects in the study were a sample of second language (ESL) high school students in Year 12.The study addressed the question of relationships between spoken and written skills in second language learning. The main questions were the predictability of written language from spoken language performance and the identification of the particular spoken skills which influence written language performance.Spoken and written language tests which varied substantially were administered to assess the students' proficiency in the two skills. Spoken language scores were compared statistically with written language scores. The procedure first established the underlying dimensionality in spoken variables using factor analysis, secondly, linearity of scores between spoken and written language skills was assessed, next, a correlation matrix identified the spoken language skills which had a significant relationship to written performance and finally, the stepwise multiple regression indicated the amount of contribution spoken skills of grammar, lexical and semantic features, vocabulary, pronunciation and communicative skills made to written language performance.",
    keywords = "Literacy , Differences between Writing Skills and Spoken Skills, Written Language and Spoken Language data gathering , Statistical procedures inter language relationships , ESL competence teaching and learning , Linguistic dimensions , Language acquisition",
    author = "Rajeswari Chelliah",
    year = "1991",
    language = "English",

    }

    Predicting writing skills from spoken skills of ESL learners. / Chelliah, Rajeswari.

    1991.

    Research output: ThesisMaster's Thesis

    TY - THES

    T1 - Predicting writing skills from spoken skills of ESL learners

    AU - Chelliah, Rajeswari

    PY - 1991

    Y1 - 1991

    N2 - [Truncated abstract] The study focuses on spoken and written skills in second language performance. The subjects in the study were a sample of second language (ESL) high school students in Year 12.The study addressed the question of relationships between spoken and written skills in second language learning. The main questions were the predictability of written language from spoken language performance and the identification of the particular spoken skills which influence written language performance.Spoken and written language tests which varied substantially were administered to assess the students' proficiency in the two skills. Spoken language scores were compared statistically with written language scores. The procedure first established the underlying dimensionality in spoken variables using factor analysis, secondly, linearity of scores between spoken and written language skills was assessed, next, a correlation matrix identified the spoken language skills which had a significant relationship to written performance and finally, the stepwise multiple regression indicated the amount of contribution spoken skills of grammar, lexical and semantic features, vocabulary, pronunciation and communicative skills made to written language performance.

    AB - [Truncated abstract] The study focuses on spoken and written skills in second language performance. The subjects in the study were a sample of second language (ESL) high school students in Year 12.The study addressed the question of relationships between spoken and written skills in second language learning. The main questions were the predictability of written language from spoken language performance and the identification of the particular spoken skills which influence written language performance.Spoken and written language tests which varied substantially were administered to assess the students' proficiency in the two skills. Spoken language scores were compared statistically with written language scores. The procedure first established the underlying dimensionality in spoken variables using factor analysis, secondly, linearity of scores between spoken and written language skills was assessed, next, a correlation matrix identified the spoken language skills which had a significant relationship to written performance and finally, the stepwise multiple regression indicated the amount of contribution spoken skills of grammar, lexical and semantic features, vocabulary, pronunciation and communicative skills made to written language performance.

    KW - Literacy

    KW - Differences between Writing Skills and Spoken Skills

    KW - Written Language and Spoken Language data gathering

    KW - Statistical procedures inter language relationships

    KW - ESL competence teaching and learning

    KW - Linguistic dimensions

    KW - Language acquisition

    M3 - Master's Thesis

    ER -