Relationship between Grammar Accuracy, Reading and Writing Performance among Malaysian ESL Learners
University Putra Malaysia
ABSTRACT
Grammar is important in language acquisition and is defined as study or analysis of rules in the language (Huddleston & Geoffrey.,2002). Grammar knowledge is the elemental foundation for writing (Fearn & Farnan, 2007). Research studies have demonstrated that mere exposure to L2 grammar, reading comprehension, and formal written text is not the most effective means of attaining academic L2 proficiency (e.g., Hinkel, 2002; Laufer & Nation, 2001; Norris & Ortega, 2000). However, grammar instruction in Second Language Acquisition (SLA) has been a controversial issue since the onset of SLA research (Mystkowska-Wiertelak &Pawlak, 2012). Therefore, this mixed-method research is undertaken to investigate several issues pertaining to the learning grammar-in-context. Specifically, the study aims to investigate the relationship between grammar accuracy, reading and writing performance among Malaysian ESL learners. The study also aims to investigate whether the regular use of contextualised grammar may improve or not the grammatical competence of the students. The participants of this study are Form 5 students from a secondary school in Peninsular Malaysia. Stratified random sampling procedure is used to select the subjects. A quasi-experimental research design is adopted to gauge learners’ performance in reading and writing among ESL leaners in Malaysia. The measurement instruments comprise pre-test, post-test, multiple grammar treatments, observation and linguistic analysis. The data collected would be able to provide answers to: a) How does conscious learning of grammar affect the writing performance and grammar knowledge of learners; b) The type of grammatical errors learners make in their essays; c) The relationship between performance on grammatical test with essay writing test; and d) The relationship between the performance on SPM 1119/1 (guided and free writing) with SPM 1119/2 (Reading comprehension). This study was designed based on underlying theories of SLA, the constructivist learning theory, Descriptive Grammar theory, and Functional Theories of Grammar
KEYWORDS
grammar, descriptive grammar, grammar-in-context, contextualised grammar