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Using dictogloss
Christopher Harwood
April 2008
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Contents
References page 10
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1.0 Introduction
I felt it would be useful for me to experiment with using dictogloss because I believe
my approach to teaching grammar is too deductive (teacher centred and rules
based). I want to expand my knowledge of learner centred teaching techniques and
procedures. Experimenting with dictogloss is an opportunity to investigate how a
collaborative procedure encourages learner autonomy by allowing students to make
their own discoveries regarding both new language and language they already know.
The student generated versions are then considered using three criteria;
grammatical accuracy, textual cohesion (if the created text holds together as a
meaningful ‘chunk’ of language), and logical sense. Alternative forms to the original
dictated form are encouraged as long as they meet these requirements.
2.1Preparation
The teacher introduces a topic and related vocabulary. This can be done using a
variety of techniques: an open class discussion, group brainstorming, question and
answer elicitation, predicting text content from pictures or vocabulary. The important
thing is that learners are engaged with the topic and hopefully interested in it.
Ur (1984) notes, that preparation stages are essential in listening tasks. Providing a
context helps learners to prepare for the kind of information, lexis and ideas they are
about to engage with. Once learners know the context for something, they will be
able to predict possible content and are more likely to engage with the text.Finding
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out what learners know already about a topic allows them to activate their current
knowledge and vocabulary.
Underwood (1989) supports this idea arguing that in real life we usually have some
indication of what someone might say. That expectation can be reflected in the
classroom by activating the learners’ schemata (background knowledge) with pre-
listening tasks.
2.2 Dictation
Wajnyrb recommends that learners should listen to the dictation twice and that both
readings should be, as far as possible, identical. The text is read at natural speed
with short pauses between each sentence. Students are told not to write anything
the first time, ‘but allow the words to wash over them’ (1990:8). This is to allow students
to get an overall feel for the passage. On the second listening students should take
down notes. At this stage the teacher should suggest that learners focus on noticing
and recording key content or information words. For example, in the phrase ‘…and
the policeman chased the man down the street’ the key words are policeman, chased,
man, and street. The grammar words and, the and down, are approximated,
depending on their knowledge of the language, by the learners when reconstructing
the text at the production stage of the dictogloss.
The dictogloss makes dictation active and task based. It allows learners to engage
with the language in a whole context rather than trying to record words verbatim. The
emphasis is on text as a semantic unit of language which makes the procedure
particularly relevant and useful for higher level learners. Upper-intermediate and
advanced students are usually able to construct grammatically accurate sentences in
isolated or discrete item exercises but have difficulty when trying to piece these
sentences together into coherent texts.
Therefore as Wajnrb (1990:19) notes, dictogloss can help develop learner discourse
competence by focussing on, ‘Cross-sentence connections, as well as the various means-
notably, reference, and ellipsis and substitution-by which textual cohesion is established and
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maintained in English’. This is achieved by using principles underlying collaborative
learning (Kessler, 1992), interactive learning (Shoemaker & Shoemaker, 1991), and
self-directed learning (Oxford, 1990) in ESL/EFL. In short, allowing learners to
hypothesis experiment and use language in a meaningful way in an appropriate
context.
Thornbury (1999:85) evaluates the dictogloss and reports that it ‘provides a useful
means for guiding learners towards noticing the gap between their present competence
and their target competence’. Noticing language (learners discover or induce meaning
from language through their use of it) is a prerequisite for learning and dictogloss
allows learners to notice different things in a safe and non-threatening way.
I have noticed with the learners I teach here in Singapore that, with larger authentic
texts, they are often distracted by genre specific vocabulary. I think pre-teaching of
this kind of vocabulary is necessary when using dictogloss to keep learners focussed
on noticing how the language is used rather than what a particular low-frequency
word means.
2.3 Reconstruction
After the second reading learners reconstruct the text using the notes they recorded
in stage two of the dictation. Thornbury (1999) advises that groups of 3-4 students
pool their notes and mental resources and work on reconstructing a version of text.
He also suggests one student acts a scribe and writes down the completed group
version of the text.
Swain and Lapkin (1995:375) suggest the benefits of reconstructing the text in this
way lie in the experimenting and hypothesising the learners engage in whilst doing
the task. By producing the target language learners may, ‘consciously recognise some
of their linguistic problems; it may bring to their attention something they need to discover
about their L2’. This is linked to the prerequisite for learning of noticing language
defined in 2.2.
The learner errors are noticed, exposed and discussed. As Thornbury (2001:73)
notes feedback and error correction becomes part of the input-output cycle:
Here in Singapore the adult learners I teach find the opportunity to self correct or
peer correct very motivating. I find Chinese learners particularly enjoy the process of
identifying and understanding their own errors. Also, in general Middle-Eastern and
European learners seem to respond well to this kind of error correction. However, I
think it should be recognised that these are generalisations and not all learners are
conducive to having errors examined publicly. For example, Japanese learners are
more sensitive to this approach, possibly because they place a high value on
accuracy and think of errors as failure.
The collaborative nature of the reconstruction stage provides a good opportunity for
individual students to combine their skills. For example, the class I have selected to
use dictogloss with is comprised of European and Asian learners. The European
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learners are relatively forthright and confident with their classroom contributions and
can express themselves with some fluency despite many grammatical inaccuracies.
The Japanese, Malaysian and Chinese learners have less communicative fluency
but are more focused on form and have a higher degree of accuracy with their
productive output.
(2) Learners comparing group-generated versions of the text to the original version.
Looking at how the class responds to the dictogloss procedure and determining
whether,
(5) To try and establish if the procedure raises student consciousness of their ability
and if so how they react.
4.1 Methodology
The dictogloss text and procedure used in this experimental class is taken from
Wajnrb (1990:70-71) ‘Tips for travellers 2: getting around’. As this is a new
procedure for me I felt it would be better to use an established resource rather than
experimenting with producing my own material. See lesson plan timetable fit for reasons
for text choice.
and note at each stage when the above appear in student work. This will be done
using an observation task sheet (appendix 4).
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Stage 1) Dictation; which forms appear in individual student notes.
Stage 2) Reconstruction; which forms appear in the student’s version of the text.
Stage 3) Analysis and correction; which forms appear in other groups versions.
This will be done to identify which forms are noticed at which stage and to
understand how dictogloss may facilitate learning of grammatical and lexical forms.
In addition, students will complete a post lesson questionnaire (appendix 2). They
will be asked to rate the four stages of the procedure for enjoyment, difficulty and
usefulness. Students will be given the opportunity to express any other thoughts in
an open ended ‘other thoughts’ section at the end of the questionnaire.
All groups recorded to find in their versions but none noticed to master. Although the
word master was noted by one of the members in group 2, she could not place it in
the text. Whilst should for advice was used by group 1 and 3 group 2 replaced it with
have to get. In sentence 3 group 3 noticed the use of visitor but groups 1 and 2 used
the pronouns he and you in its place.
In general the class seemed to comprehend the first two sentences more than the
second two. In sentence 4 should for deduction was noticed by group 2 but groups 1
and 3 used are able to in its place. Also, group 3 used visitor instead of tourist in
sentence 4.
Most students were involved and were given the opportunity to contribute notes and
negotiated meaning of the group texts through discussion. However, as one student
wrote, “Sometimes I can’t understand what other students says and also I don’t have a lot of
vocabulary so I can’t speak what I want to tell” (see appendix 2). Other students noted that
listening and note taking is very difficult. Indeed, as I monitored I did notice that
group 2 had two strong and confident learners and two weaker and more reserved
learners. This mismatch resulted in the two stronger students contributing a lot more
to the final group version of the text.
During the analysis and correction stage it was also good to see students who had
correct suggestions rejected by the group receive acknowledgement and apologies
from their peers. As the group versions were written on the IWB alongside the
original text I heard “ahh we said are able to not should”, similar realisations made by
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all three groups in the analysis of the text. The concept checking and explanation of
grammar at this stage seemed very straightforward. The students had engaged with
and discovered much of what I had prepared to check.
Overall I think the experiment was a success. The post lesson student questionnaire
shows the students found dictogloss both very useful and enjoyable (see appendix
2). In addition, although many students noted it was difficult to listen and write at the
same time, and that they did not understand some vocabulary, their perception of
this difficulty was reduced during the group stages. All the groups produced coherent
versions of the text, and were able to identify and self/peer correct much of the lexis
and grammar.
1) I would like to try to use dictogloss with elementary learners. I think with a suitable
text and ‘scaffolding’ (the building up of target language structure over several TURNS in
an interaction, Richards et al. 1992:321) some classes would benefit from the procedure.
This might involve pre-teaching lexis and even reviewing grammar points prior to the
reading. However, I feel the collaboration, reconstruction and error analysis stages
would still make the exercise worthwhile.
3) To organise classes so that particularly weak students are not grouped with very
strong and confident students. This should help reduce incidents where individual
contributions at the reconstruction stage are limited by individual personalities.
5) The text used in my experiment was taken from a book. I think more up-to-date
and ‘live’ texts from the internet, newspapers and television news reports would be
far more motivating for students. Learning how to identify suitable texts for specific
language points would be a necessary and useful exercise for me to engage with in
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order to provide classes with texts of this kind. I feel the nature of dictogloss and its
versatility and use for exploring tenses and lexis at all levels would make this a
beneficial action point.
7.0 Post lesson Evaluation and Action Points relating to the lesson
Stronger Points
The preparation task engaged the students immediately and introduced the topic
appropriately.
Weaker points
The text itself could have been more authentic and challenging. This would have
engaged and stretched the learners a little further.
During the error and analysis stage a lot of time was wasted getting individual
students to write their sentences on the IWB.
My teaching of the word ‘innate’ was not as clear as it could have been.
I will investigate and continue to experiment with dictogloss using texts from current
media.
I will ask groups to record their versions on an OHT and project it on to the IWB to
save time. I will also ensure group scribes have good handwriting so groups can
read each other’s versions more easily.
I will ensure that definitions of new lexis are clearer and understanding is checked
more thoroughly through further concept checks next time.
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References
Brown, H.D. (1994). Principles of language learning and teaching.: Prentice Hall Regents.
Oxford, R. (1990). Language learning strategies: What every teacher should know: Heinle &
Heinle.
Richards, J. Platt, J & Platt, H.(1992) Dictionary of Language Teaching & Applied linguistics.
Longman
Shoemaker, C.L. & Shoemaker, F.F. (1991). Interactive techniques for the ESL classroom:
Heinle & Heinle.
Swain, M & Lapkin, S (1995) ‘Problems in output and the cognitive process they generate: a
step towards second language learning’ Applied Linguistics 16/3: p.371-91
Thornbury, S. (1997). ‘Reformulation and reconstruction: tasks that promote noticing’ ELT
Journal Vol 51/14 p326-335
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Lesson Plan
Date: 7th May 2008
Level: upper-Intermediate
Class Profile
This multi-lingual group come together twice a week (Wednesday and Friday), for a
one hour and 55 minute lesson. The course will run for 12 weeks in total and started
six weeks ago. There are 12 students in the group 2 men and 10 women. There are
eight different nationalities: 3x Japanese, 2x (Chinese) Singaporean, 2x (German)Swiss, I x
Dutch, Ix Thai, 1x Ecuadorian, 1x Korean, 1x Malaysian
The learners are all low upper-intermediate level with different strengths and
weaknesses. They all express the need to practice speaking and pronunciation, with
most wanting grammar and vocabulary practice as well. They especially seem to
enjoy speaking and pronunciation activities but are generally motivated to complete
any task. Most learners work well together, although some are more dominant than
others. Most of the students are willing to contribute to group and class discussions.
Most of the students have not studied English since school. All live in Singapore but
travel a great deal for holidays and when visiting their own countries.
In order to keep the experiment manageable the four learners below will be the focus
of the experiment for the individual note taking stage. I think these learners represent
a good cross-section of the class with 2 European and 2 Asian learners. They are
generally representative of the different abilities of the class.
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Needs
A diagnostic questionnaire (appendix 1) revealed the following information:
Half the class are learning English “to make living in Singapore easier”. Four require it for
current or future employment and two students are studying as a hobby /interest.
9 of the 12 students believed they were weak at using tenses in writing. Also, 7 out of
12 thought they were weak at writing longer texts. A recent writing exercise in class
revealed that learners avoid using the present modal should (for advice and
deduction) when writing. For example, instead of saying ‘..you should eat more
vegetables’, one learner wrote ‘ you must eat more vegetables’. Another learner wrote
‘You can have more energy. .’ These kinds of errors were repeated throughout the class.
In my experience it is not because students fail to understand the use and meaning of
the Modal auxiliary verb. It is that they avoid its use because they do not use a similar
word in their L1. I think a procedure such as dictogloss that draws attention to the use
and meaning of form will prove beneficial in helping learners to clarify why should is a
more polite/natural way to express probability or give advice.
Main Aims
By the end of the lesson the learners will be better able to distinguish the use of
should for advice and should for deduction.
Subsidiary Aims
By the end of the lesson the learners will have practiced their speaking
comprehension, note-taking and writing skills.
Timetable fit
In the previous lesson learners were introduced to infinitive and gerund alternatives
and earlier in the course looked at should for advice and deduction. This activity will
provide learners with the opportunity to engage with and consolidate their
understanding of these concepts. The syllabus for this class follows units of ‘Cutting
Edge Upper-Intermediate’ course book. This book uses a task-based/discovery
approach to learning. Similarly dictogloss requires a cognitive approach to language
learning.
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Assumptions
Learners are familiar with some of the uses of the Modal auxiliary should.
Learners will not be sufficiently practiced and able to freely use the above forms at
present.
Target forms
1) Should for advice: The visitor should get hold of a transport map of the city and become
familiar with the local routes and timetables.
2) Should for deduction: Armed with this knowledge and an innate sense of direction, a
tourist should be able to find the way to any part of the city.
Students will think it’s a traditional dictation Clearly explain the note taking stage and the
and try to reproduce the original text word for rationale before hand
word.
Learners will be disrupted by the observer Ensure observer checks for produced forms
after each stage and doesn’t intrude during
stages.
Learners will not understand instructions Check understanding of each stage with
class by asking learners to explain each
stage to me after I have explained it.
Materials
IWB flip chart: with complete version of dictogloss text. Maps of Singapore MRT
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Lesson plan – dictogloss
Dictation 1 Tell Ss they are going to listen to a normal Ss hear the text T-S 2
piece of spoken English at normal speed. and notice the
They will hear the text twice. The first time main thematic and
they hear it they should not write anything semantic points of
but pay attention to the overall meaning of the text.
the text.
Dictation 2 Tell Ss they are going to hear the text again. Ss hear the text T-S 2
That they must jot down familiar words and again and record
phrases as they hear them. Encourage the information which
recording of content or information words to will act as
aid memory recall. scaffolding for the
reconstruction
stage.
Reconstruction Tell Ss to form groups of 3-4 to pool their Ss reconstruct the SS-SS 15-
notes and work on their versions of the text. text using their 20
Each group appoints a scribe to write down productive
the reconstructed text as it emerges from the grammar.
discussion.
Ss discuss and
Monitor groups and be available for hypothesis
questions unrelated to target forms.
Analysis & Invite group members from each group to Ss analyse and S-T-S 20-
correction write their sentences on the board. Examine correct their own 25
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differences as a class. Manage peer texts.
correction/feedback as an open class.
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Appendix 1 (Needs analysis questionnaire.)
(a) 1 to 4 years (b) 5-8 years (c) 9 to 12 years (d) 13+ years
(a) Hobby/interest (b) for my job (c) for University (IELTS) (e) Other (please explain)
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
(7) What do most use English for in your daily lives? (You can circle more than one)
(a) Talking with foreign friends and family (b) writing emails/letters
(c) Reading foreign media (newspapers etc) (d) watching TV & films
(e) writing/reading work reports (f) talking with clients face to face.
(a) to study alone (b) in pairs (c) in groups of 3 or 4 (d) all of (a) (b) and (c)
(9) In class when you are studying English what do you find most useful? For example, using
the book, listening to the teacher, writing, group work etc
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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Appendix 2 (post-lesson student questionnaire & data)
Read the types of task and rate them from 1-4 (Average scores given for each stage)
Working in a group and writing the speech again 1.2 2.6 1.3
with classmates
If you can, please give the main reasons you thought tasks were most/least,
Enjoyable
“This way of learning is more fun and lively. To be able to train oneself to listening and
writing ability”
“Working with group is a very efficient. I personally like it very much it gives me a different
way to see and learn things”
Difficult
“Sometimes I can’t understand what other students says and also I don’t have a lot of
vocabulary so I can’t speak what I want to tell”
“I think it’s quite difficult to listen carefully and understand everything. But it helps that we
can using notes”
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Useful
“I think it is useful for understanding and also for improving our listening”
“Most useful task is working in a group. It’s very helpful to increase to my vocabulary”
“It helps s to learn how to form a short composition from listening. And what to look for when
writing a note”
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Appendix 3 dictogloss text
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Appendix 4 Completed Observation task form
Tick (√) if forms were produced. Replacement/other forms are in italic and bold.
S1 √ √ √
S2 √ √
S3 √
S4 √ √
(2) Reconstruction: forms produced by group 1. Tick (√) if forms are produced.
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(3) Analysis & Correction: forms by other group versions. Tick (√) if forms are produced.
Student 1
Outgoing and confident the learner took on the role of a group leader during
reconstruction.
Student 2
Made very few notes, seemed to struggle with the listening and was possibly relying
on stronger group members during reconstruction.
Student 3
Participated well throughout and took on the role of scribe. Good individual notes.
Student 4
Very quiet, made few notes but contributed during the reconstruction stage and had
to be prompted by other group members to participate.
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