CONCEPTS
OF DICTOGLOS
A. 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.
1. 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).
2. Cooperation
among Learners.
Traditional dictation was done as
an individual activity. Dictogloss retains an individual element in which
students work alone to listen to and take notes on the text read by the
teacher. Learners work together in groups of between two and four members.
Additionally, they have the opportunity to discuss how well their group did
and, perhaps, how they could function more effectively the next time.
3. Curricular
Integration.
From the perspective of language
teachers, curricular integration involves combining the teaching of content,
such as social studies or science, with the teaching of language, such as
writing skills or grammar. As in traditional dictation, with dictogloss,
curricular integration is easily achieved by the selection of texts. For
instance, if the goal is to integrate language and culture in order to help
students learn important culture vocabulary and grammar, language teachers can
use a text about culture for the dictogloss. In addition, to promote
integration between language education and other curricular areas, dictogloss,
as noted earlier, also promotes integration within the language curriculum, as
all four language skills – listening, speaking, reading, and writing - are
utilized.
4. Focus
on Meaning.
Dictogloss seeks to combine a focus on meaning
with a focus on form (Brown, 2001). As Swain (1999) puts it, “When students
focus on form, they must be engaged in the act of ‘meaning-making’” (pp.
125-126).
5. Diversity
(Gardner, 1999) states that different people
will attend to different information. This is reflected in the variation in the
notes that students take in Step 3. Working in a group in Step 4 allows
learners to take advantage of this type of diversity. A second meaning of
diversity suggests that different students will have different strengths
(Cohen, 1998) which may lead them to play different roles in their group. For
instance, those with larger vocabularies and greater content knowledge in the
topic of the text can help with that part of the reconstruction and those whose
interpersonal skills are better developed may often help coordinate the group’s
interaction.
6. Thinking
Skills.
The discussion that takes place
during Step 4 of dictogloss provides learners with chances to use thinking
skills as they challenge, defend, learn from, and elaborate on the ideas
presented during collaboration on the reconstruction task.
7. Alternative
Assessment.
Dictogloss offers a context-rich method of
assessing how much students know about writing and about the topic of the text.
The text reconstruction task provides learners with opportunities to display
both their knowledge of the content of the text as well as of the
organizational structure and language features of the text (Derewianka, 1990).
As students discuss with each other during Steps 4 and 5, teachers can listen
in and observe students’ thinking as they about a task. This real-time
observation of learners’ thinking process offers greater insight than does
looking at the product after they have finished. In this way, dictogloss
supplies a process -based complement to traditional product-based modes of
assessment. Furthermore, students are involved in self assessment and peer
assessment.
8. Teachers
as Co-learners.
The current view in education sees
teachers not as all knowing sages but instead as fellow learners who join with
their students in the quest for knowledge. This knowledge can pertain
specifically to teaching and learning, or it can be knowledge on any topic or
sphere of activity. Dictogloss may be of use here in at least two ways. First,
as mentioned in the last paragraph, we can observe students and apply what we
learn from our observations in order to teach better. Second, during Step 1, we
can share with students our interest in the topic of the dictogloss text and
some of what we have done and plan to do to learn more about it or to apply
related ideas.
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