Effects of written language use and learner’s literacy on interaction in communicative activities for speaking skills

Abstract

Attempts are being made to use written language in conjunction with spoken language in activities for speaking skills. These attempts are based on the expectation that the use of written language in activities for speaking skills can facilitate the interaction required for learning English and help to improve literacy. In this respect, this study investigated the effects of the use of written language in communicative activities for speaking skills in consideration of the literacy of elementary school students. In addition, elementary school students awareness of the use of written language linked to spoken language and their degree of literacy improvement were examined. Two types of communicative activities were designed for this study, and they were carried out under the conditions of spoken language only , written language as a supplementary means and written language as a required means . Twenty-four fifth graders formed a group taking into account their literacy levels and participated in the activities. In conclusion, the effects of using written language on interaction may depend on how written language is used in conjunction with spoken language and on the learner’s literacy level. Therefore, it is necessary to consider this point when designing activities for speaking skills that utilize written language.