摘要
Traditional test-oriented teaching puts heavy weight on the English learning.The students’implicit English grammar knowledge,which enables the development of their English language ability,was overlooked.In English classroom instruction,researchers and teachers have been attempting to seek efficient and integrative approaches to make English grammar learning effortless and autonomous.Dictogloss is believed to be an effective method which offers teachers and learners an integrative method for second language acquisition(SLA).Dictogloss is a task which motivates language learners to interact cooperatively in small group in order to construct a linguistically acceptable text similar in content and style to one they have previously heard and taken notes on.However,just few empirical studies have been provided so far.Therefore,the author attempts to undertake an experimental research to see whether systematic dictogloss is an effective way in English grammar teaching and whether it is more effective than the traditional PPP Approach(Presentation,Practice,and Production)in English grammar classroom instruction.Based on rationales concerning implicit and explicit grammar instruction and focused task instruction,the study reported a one-semester experiment in which two groups of students(Experimental Group,50 students in total;Control Group,50 students in total)followed the same teaching curriculum except the dictogloss practice conducted in the EG.After training,various forms of data were collected through language tests,questionnaires,classroom observation log and interview.At the same time,SPSS was used to manage,analyze,and display the statistical data collected from the pretest and posttest through descriptive statistics,independent samples t-test and paired sample t-test.Based on the previous research of dictogloss and the related theories,the present researcher analyzed the transcript data.Results of the pretest showed that there is no significant difference in two groups’English proficiency.And the result of the posttest showed that dictogloss approach in classroom grammar instruction plays an important role in promoting the students’participation in the classroom activities and English grammar knowledge learning,especially compared with PPP Approach.Moreover,the result of a survey on students’attitude toward dictogloss demonstrates that English learners view dictogloss as an effective learning device in terms of their English grammar knowledge study.The present study is of practical significance.It is expected that the findings of this study will help foreign language teachers further understand the effect of dictogloss practice and apply dictogloss for pedagogical purposes.Besides,the findings will encourage them to make use of dictogloss as a learning device.Finally,it will shed lights on the implementation and popularization of dictogloss in Chinese English class.
Traditional test-oriented teaching puts heavy weight on the English learning. The students' implicit English grammar knowledge, which enables the development of their English language ability, was overlooked. In English classroom instruction,researchers and teachers have been attempting to seek efficient and integrative approaches to make English grammar learning effortless and autonomous. Dictogloss is believed to be an effective method which offers teachers and learners an integrative method for second language acquisition(SLA). Dictogloss is a task which motivates language learners to interact cooperatively in small group in order to construct a linguistically acceptable text similar in content and style to one they have previously heard and taken notes on. However, just few empirical studies have been provided so far. Therefore, the author attempts to undertake an experimental research to see whether systematic dictogloss is an effective way in English grammar teaching and whether it is more effective than the traditional PPP Approach(Presentation, Practice, and Production) in English grammar classroom instruction.Based on rationales concerning implicit and explicit grammar instruction and focused task instruction, the study reported a one-semester experiment in which two groups of students(Experimental Group, 50 students in total; Control Group, 50 students in total) followed the same teaching curriculum except the dictogloss practice conducted in the EG. After training, various forms of data were collected through language tests, questionnaires, classroom observation log and interview. At the same time, SPSS was used to manage, analyze, and display the statistical data collected from the pretest and posttest through descriptive statistics,independent samples t- test and paired sample t- test.Based on the previous research of dictogloss and the related theories, the present researcher analyzed the transcript data. Results of the pretest showed that there is no significant difference in two groups' English proficiency. And the result of the posttest showed that dictogloss approach in classroom grammar instruction plays an important role in promoting the students' participation in the classroom activities and English grammar knowledge learning, especially compared with PPP Approach. Moreover, the result of a survey on students' attitude toward dictogloss demonstrates that English learners view dictogloss as an effective learning device in terms of their English grammar knowledge study.The present study is of practical significance. It is expected that the findings of this study will help foreign language teachers further understand the effect of dictogloss practice and apply dictogloss for pedagogical purposes. Besides, the findings will encourage them to make use of dictogloss as a learning device. Finally, it will shed lights on the implementation and popularization of dictogloss in Chinese English class.
出处
《海外英语》
2016年第2期222-223,226,共3页
Overseas English
