Date of Award

1984

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Abstract

The purpose of this study is to design, implement, and evaluate the listening and writing effects of training modules on the learning of grammar skills by higher education business communications students. The specific curriculum focus of this study is business communications in higher education. The literature reflects the need for effective listening in both classroom and business settings. In addition strong support for teaching writing can be found in the literature. Also, the literature reveals a moderate to strong relationship existing between listening skills and writing skills. However, the literature reflects little concern with the methods needed to develop these skills with business communications students in higher education. This study investigates a way to teach business communications students these skills and assesses the impact of various instructional plans on the acquisition of grammar skills. The participants in the study were business communications students at Louisiana State University in Baton Rouge during the fall semester of the 1981-82 academic year. The study analyzed the effects of an experimental group receiving a treatment in listening, in writing, and the combination of listening and writing, and a control group receiving a standard instructional treatment. All students in this study received the pretest and the posttest. An analysis of covariance was used to test four research hypotheses. Three of the four hypotheses were confirmed by the analysis, and the results of the analysis of covariance show minor differences between the listening treatment and the standard instructional activity. Additional analysis was done because of concern for pretesting ceiling effects. The results of this analysis were comparable to the original analysis. The study indicates that teaching business communications students writing and the combination of listening and writing will improve their scores on the Grammar Survey.

Pages

195

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