Speaking, writing, and explicit rule knowledge: Toward an understanding of how they interrelate

This study investigated the relationship between writing performance and speaking performance through quantitative analysis of the variance and correlation among oral, written, and explicit rule abilities as evidenced in present-tense verbal morphology and syntax. Subjects performed an explicit rule grammar test and a narration task in speaking and writing modes. The operating hypotheses were (1) oral abilities and written abilities differ significantly; (2) oral abilities and written abilities are not strongly correlated; (3) explicit rule knowledge is not a predictor of how well learners can speak or write in the target language. The extent to which the data supported these hypotheses is discussed; concrete pedagogical implications for task ordering, assessment, and explicit rule testing are outlined.