The Relationship Between Syntactic Knowledge and Speaking and Writing Proficiency Among Iranian Intermediate EFL Learners

Today's world requires non-native English speakers and writers to speak and write acceptably and correctly in any communication. Hence, speaking and writing are two crucial skills in teaching and learning English. Different factors affect the proficiency of these productive skills among English learners. This study investigates the relationship between the syntactic knowledge of EFL intermediate students and their proficiency in writing and speaking to find whether the syntactic knowledge of students can affect their productive skills. In order to conduct this research, 50 Intermediate male and female students, between 18 to 25 years old, were selected. Four tests, including one placement test and one syntax test from Oxford University Press for intermediates‒in the form of multiple-choice tests, i.e. one writing test, and one speaking test, were used. The data consisted of four sets of scores. The main aim was to calculate the correlation between syntax, writing and speaking. For the current study, a correlational/descriptive design was selected because the data was quantitative; and based on the scores of students, the researcher decided to discover the relationship between syntax scores and writing and speaking scores. The Pearson correlation and t-test proved that there is not any meaningful relationship between syntax and writing as well as syntax and speaking. Moreover, the results of this study showed that the relationship between syntactic knowledge and writing proficiency is not different from the relationship between syntactic knowledge and speaking proficiency.