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 c...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.展开更多
This paper is to explore the effectiveness of using newspaper by means of dictogloss in an EFL setting. Learning is supported in an authentic language based context. The four language skills are thus activated.
This article describes dictogloss,an integrated skills technique for language learning in which students work together to create a reconstructed version of a text read to them by their teacher. The article begins by e...This article describes dictogloss,an integrated skills technique for language learning in which students work together to create a reconstructed version of a text read to them by their teacher. The article begins by explaining the basic dictogloss technique,contrasting it with traditional dictation,and citing research related to the use of dictogloss in second language instruction. Next,five stages of dictogloss are described. Then,in the key section of the article,some benefits of dictogloss are discussed,which helps teachers to better understand how dictogloss works and to use dictogloss more effectively. Finally,problems associated with using dictogloss in college English teaching are discussed and suggestions for teachers are put forward.展开更多
As an output skill,English writing is regarded as an important means to examine students’integrated language skills.In order to resolve the problems in writing and improve college students’writing competence,this st...As an output skill,English writing is regarded as an important means to examine students’integrated language skills.In order to resolve the problems in writing and improve college students’writing competence,this study tries to explore a new writing teaching method,dictogloss-based imitation writing,in hoping of its effectiveness to writing teaching for the teachers.The effectiveness and feasibility are based on whether it can improve college students’fluency,accuracy and complexity in compositions,and arouse students’interest in writing.展开更多
Focus on form has received much attention since 1991 when Long first proposed it. However, it has been little researched in China. The present study reveals how both upper-intermediate and lower-intermediate learners ...Focus on form has received much attention since 1991 when Long first proposed it. However, it has been little researched in China. The present study reveals how both upper-intermediate and lower-intermediate learners focus on form in the process of doing dictogloss. The study was intended to find whether dictogloss is an effective focus on form task for Chinese EFL students and whether proficiency is related to the extent to which these learners pay attention to form. The results were compared and interpreted in relation to those of other major studies concerning this particular area. It was found that dictogloss was an effective task for Chinese EFL students and there did exist differences between proficiency groups, and these differences seemed to be more complicated among Chinese EFL students.展开更多
文摘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.
文摘This paper is to explore the effectiveness of using newspaper by means of dictogloss in an EFL setting. Learning is supported in an authentic language based context. The four language skills are thus activated.
文摘This article describes dictogloss,an integrated skills technique for language learning in which students work together to create a reconstructed version of a text read to them by their teacher. The article begins by explaining the basic dictogloss technique,contrasting it with traditional dictation,and citing research related to the use of dictogloss in second language instruction. Next,five stages of dictogloss are described. Then,in the key section of the article,some benefits of dictogloss are discussed,which helps teachers to better understand how dictogloss works and to use dictogloss more effectively. Finally,problems associated with using dictogloss in college English teaching are discussed and suggestions for teachers are put forward.
文摘As an output skill,English writing is regarded as an important means to examine students’integrated language skills.In order to resolve the problems in writing and improve college students’writing competence,this study tries to explore a new writing teaching method,dictogloss-based imitation writing,in hoping of its effectiveness to writing teaching for the teachers.The effectiveness and feasibility are based on whether it can improve college students’fluency,accuracy and complexity in compositions,and arouse students’interest in writing.
文摘Focus on form has received much attention since 1991 when Long first proposed it. However, it has been little researched in China. The present study reveals how both upper-intermediate and lower-intermediate learners focus on form in the process of doing dictogloss. The study was intended to find whether dictogloss is an effective focus on form task for Chinese EFL students and whether proficiency is related to the extent to which these learners pay attention to form. The results were compared and interpreted in relation to those of other major studies concerning this particular area. It was found that dictogloss was an effective task for Chinese EFL students and there did exist differences between proficiency groups, and these differences seemed to be more complicated among Chinese EFL students.
