Correlation between Second Language Learner's Receptive Skills and their Syntactic Development in a Private University of Karachi

Abstract

This research investigates the correlation between second language (L2) learners' receptive skills— specifically listening and reading comprehension and their syntactic development at a private university in Karachi. Drawing upon foundational theories such as Krashen’s (1985) Input Hypothesis and Grabe’s (2009) conceptualization of reading as a conduit for linguistic enhancement, this study adopts a mixed-methods approach combining both quantitative and qualitative data. Instruments included the IELTS Listening and Reading modules, along with a researcher-designed Grammaticality Judgment Test (GJT). A stratified sample of 150 L2 students, covering a range of proficiency levels from beginner to advanced, was selected to ensure diversity and representativeness. Statistical analyses, including Pearson correlation and multiple regression models, demonstrated that both listening and reading comprehension are significantly and positively correlated with syntactic development. The study highlights the pedagogical importance of incorporating receptive skills into language instruction and argues for the strategic integration of grammar teaching within listening and reading exercises. Given the multilingual context of Karachi, these findings bear significant implications for curriculum developers, language instructors, and policy makers. Further longitudinal studies are recommended to deepen the understanding of these relationships over time and across varied educational settings.