Teaching Grammar through Dictation

The "Dictogloss" Method

Ever since the Communicative Learning Teaching (CLT) approach has been adopted by a majority of ESL programs around the world, dictation has been viewed as an old-fashioned method of teaching the overwhelming concept of grammar. Through dictation, however, it has been noted that its main purpose was to provide practice in listening comprehension. This assumption is not as interesting since there are today many listening activities available for listening comprehension. Therefore, many learners have tagged the teaching of grammar as an uninspiring activity in the learning process. Grammar teaching has always been a challenge for the motivated English as a second language (ESL) teacher. A relatively new approach to grammar, Dictogloss is a combination of the more traditional dictation application and a cooperative learning experience. As described by Smith (2011), this blend promotes oral interaction, communicative competence and written output through the step-by-step teacher-friendly guide of Dictoglossing.

What is Dictogloss? In order to tackle the motivational barriers learners were facing during the grammar teaching process, Wajnryb (1990) introduced Dictogloss in 1990. The students listen to a passage or text, the note down key words and try to reconstruct the text in teams. The focus must remain on grammatical competence. Wajnryb (1990) outlines four phases.

1. Warm-up: introduction of the topic and key vocabulary for the understanding of the text. Pictures might be used in context. 2. Dictation: the teacher reads a text or passage at a normal speed, twice or three times. The first reading, the students listen. The second time, learners note down anything they can grasp. Third reading, the students add more information to their notes. Reconstruction: In this phase, the students work together in their groups to reconstruct a version of the text from their shared notes. This phase may focus on replication of similarity of meaning, depending on the teachers objective (Smith, 2011).

3.

4. Analysis and correction: Here, the students analyze and compare their text with the reconstructions of other groups. Wajnryb (1990) suggests that the class may discuss the differences in the texts, then compare their texts with the original and note or make necessary corrections. Key grammar points should be discussed and practiced.

To conclude, we believe that the Dictogloss method is an efficient way to combine conventional teaching procedures and cooperative learning which encompass important aspects of learning ESL. We mainly discussed the promoting of autonomy, cooperation, focus on meaning and self and peer-assessment. Indeed, this process encourages the students to decode (dictation) the text and to recode (reconstruction), which stimulates listening and communication skills. As a result, we believe that this type of task pushes students to produce meaningful and accurate texts, in turn encouraging a cognitive approach of language learning. We also appreciate the active involvement of the students through a challenging learning experience.

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Downloadable Documents Dictogloss_Interactive_Method (PDF) Dictogloss_Procedure (PDF) Dictogloss_Smith (PDF)

Other Entries Content created by Benoit Uson Page: Peer Teaching - Using a Popular Song to Teach Grammar (ANG-1068 Practical Grammar II) Page: Response Journals and Grammar Journals (ANG-1068 Practical Grammar II) Page: Teaching Grammar through Dictation (ANG-1068 Practical Grammar II)

Page: The Effectiveness of Corrective Feedback for the Acquisition of L2 Grammar (ANG-1068 Practical Grammar II)

Page: Visual Support to Teach and Memorize English Prepositions for L2 Learners (ANG-1068 Practical Grammar II)

Grammar Dictation - Ruth Wajnryb Teaching+Unlimited+AD+Dictogloss by Peterus Balan Dictogloss as an Interactive Method by buson