Dictogloss is a language teaching technique that is used to teach grammatical structures, in which students form small groups and summarize a target-language text.[1] First, the teacher prepares a text that contains examples of the grammatical form to be studied.[2] The teacher reads the text to the students at normal speed while they take notes.[2] Students then work in small groups to prepare a summary of their work using the correct grammatical structures.[1] Finally, each group presents their work to the rest of the class. Dictogloss activities encourage learners to focus on the form of their language while also being based in communication, and are used in task-based language teaching.[2]

Dictogloss activities integrate the four language skills of listening, reading, and writing.[3] They also give students opportunities to talk about both content and the language itself. Furthermore, dictogloss activities are a useful way of presenting new factual information to students and encourage them to listen for key points. Finally, they give support to less confident students, as they are encouraged to participate in their groups as part of the structure of the activity.[4]

The original dictogloss method, introduced by Ruth Wajnryb, was developed with the intention of being a tool for enhancing grammar.[3] It consists of a warm-up, dictation, reconstruction, and analysis/correction.[5] Before the text is read, students complete introductory work on relevant vocabulary to familiarize themselves with the subject. The instructor reads the text aloud twice to provide opportunities for careful listening and note-taking.The rest of the process is entirely collaborative: first, students work together in groups to reconstruct the text using shared notes, then the result is compared with other groups to reach a consensus.[5]

Students benefit from the interactivity of Dictogloss activities. Rather than being lectured to and studying independently, dictogloss activities allow students to identify their struggles with learning a language, which an instructor can then address instead of focusing on areas which may not need additional support.[3]

Listening skills can be developed using dictogloss activities; their utility is not limited to grammatical features. Listening to the dictogloss material is a form of direct meaning comprehension as opposed to inferred meaning comprehension. The uninterrupted speech of the dictogloss activity is better suited to real-life situations like lectures or films than spontaneous dialogues.[5]

Dictogloss activities can be adapted to fit different needs, such as focusing on genre-specific features of a text. Students are better able to emulate the appropriate conventions and style of genres like newsletters when dictogloss techniques are applied to language learning. Specific genre conventions that improve with the addition of dictogloss activities are students' implementation of subheadings, topic sentences, and more deliberate paragraph structure. Style conventions used to address the audience also see improvements, including pronouns use and formal language.[6]

Notes

  1. 1 2 Richards & Schmidt 2009.
  2. 1 2 3 Ellis 2003, pp. 156–157.
  3. 1 2 3 Wajnryb 1990.
  4. ↑ Gibbons 2002, p. 110.
  5. 1 2 3 Vasiljevic 2010.
  6. ↑ Chun & Aubrey 2021.

References

  • Chun, Lam Ting; Aubrey, Scott (2021-11-05). "Using a Modified Dictogloss to Improve English as a Second Language Learners' use of Genre-appropriate Conventions and Style". RELC Journal: 003368822110457. doi:10.1177/00336882211045783. ISSN 0033-6882.
  • Ellis, Rod (2003). Task-based Language Learning and Teaching. Oxford, New York: Oxford University Press. ISBN 978-0-19-442159-1.
  • Richards, Jack C.; Schmidt, Richard, eds. (2009). "Dictogloss". Longman Dictionary of Language Teaching and Applied Linguistics. New York: Longman. ISBN 978-1-4082-0460-3.
  • Gibbons, Pauline (2002). Scaffolding Language, Scaffolding Learning. Portsmouth, NH: Heinemann. ISBN 0-325-00366-1.
  • Gibbons, Pauline (2009). English Learners, Academic Literacy, and Thinking. Portsmouth, NH: Heinemann. ISBN 978-032501203-2.
  • Vasiljevic, Zorana (2010-02-03). "Dictogloss as an Interactive Method of Teaching Listening Comprehension to L2 Learners". English Language Teaching. 3 (1): 41. doi:10.5539/elt.v3n1p41. ISSN 1916-4750.
  • Wajnryb, Ruth (1990). Grammar dictation. Oxford: Oxford University Press. ISBN 978-019437004-2. OCLC 26308146.
This article is issued from Wikipedia. The text is licensed under Creative Commons - Attribution - Sharealike. Additional terms may apply for the media files.