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Dictoglos Strategy in Listening



Dictoglos Strategy in Listening
What is Dictoglos?
Dictogloss is an after reading strategy that helps student to improve listening comprehension. The students listen to a text, take notes, and share notes in small groups. It can be briefly summarized that as a dictation of the text where the students record as many words or phrases as possible and in a small group and try to reconstruct the text (Ellis, 2003). Jacobs (2003) sets out a reason for advocating the use of dictogloss: it is because it involves not only students’ attention to form but also to all four language skills (i.e. listening, speaking, reading and writing). He also notes that dictogloss encourages learner autonomy, cooperation among learners, curricular integration, focus on meaning, diversity, thinking skills, alternative assessment techniques and involves teachers as co-learners.
Learners’ Autonomy.
The dictogloss procedure promotes learners’ autonomy. Students are expected to help each other recreate the text rather than depend on the teacher to provide the information. The analysis and correction stage enables the students to see where they have done well and where they need to improve. (Vasiljevic, 2010: 45-46). Ways to add other dimensions of learner autonomy to dictogloss are students:
a.       asking for a pause in the dictation (Variation B)
b.      choosing the topics of the texts, selecting the texts themselves, and taking the teacher’s place to read the text (Variation C)
c.       elaborating on the text (Variation F)
d.      Giving their opinions about the ideas in the text (Variation G).


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