Dictogloss, a profitable procedure in teaching and testing grammar.
Introduction
At the beginning of the 1990s, our Ministry set up a new policy in the teaching of
English based on a more communicative approach what brought about a complete
change in the syllabus where all four language skills should be trained. As oral skill has
now a significant weight, we have been working on analazing words, phrases and
grammar contextually what gives the learners the possibility to enhance their level of
English.
Dealing with grammmar has been a difficult task when we teach any language since it is
not always very good welcomed by learnes due to all the rules and tiresome aspects they
have to take into account when using the language properly, many of them that have no
logical explanation. That is why we have expended a great time looking for procedures
that allow us, teachers, to help students towards a better understanding of how grammar
works in expressing any idea ( to develop learners´grammatical competence in using the
language)
In our research we have introduced grammar in communicative functions (context),
somrething that has worked effectively.
Now we want to share another procedure we have experienced in our classes. It is
known as “dictogloss” or “grammar dictation”
Development
Let´s beging with the definition of dictogloss. It can be briefly summarized as the
dictation of e dense text from which the students record as many words and phrases as
possible and in small groups they try to reconstruct the story focusing on grammatical
accuracy and textual cohesion without aiming at replicating the original text.
Dictogloss differ from the traditional dictation since with this procedure the students are
obliged to create their own versions using the learners´own grammatical and linguistic
resources.
Now we are going to explain the steps that should be followed when using this method:
? Preparation
Is the moment in which teachers prepare learners for the topic making them more
receptive to the listening.
? Dictation The text is dictated twice, the first time is with the aim of getting a general idea of the
passage. The second time its for taking notes of those words that are relevant. The
grammar or function words are avoided, they should be provided by the students during
the reconstruction.
The text is dictated at normal spoken speed. Between sentences, the pauses should be
slightly longer than usual.
? Reconstruction
As soon as the dictation is finished, the learners , working in groups, proceed to write
down their notes and work on their version of the text ,when it is complete , the group
cheks the text for grammar,textual cohesion , and logical sense, this moment is
monitored by the teacher , but in does not provide any actual language input
? Analysis and Correction
There are several ways to carry out this step for , let see the one we have used in our
classes :
The students write their own versions on pieces of papers , then, they interchange the
papers in order to chek the grammatical aspect the teacher is going to deal with during
the lesson. The board is divided into sections according to the quantity of teams in the
classroom, one member of each time goes to the board and write the first sentence of
their versions during the analysis it is possible to correct any mistake and give other
ways of expressing the same idea, this procedure continues till the text is analized
completely.
A key activity in using this procedure is the fact that the students should interact with
each other in small groups with the purpose to reconstructthe text, what gives them the
possibility to find out what they still don´t know and in this way they improve their
language skills. Cooperation is developed as an important human value.
Dictogloss offers the possibility to test while teaching. In the error analysis and
correction step learners consolidate their understandin of which options are the most
suitable.
Another important aspect is the role of memory and creativity, somethig that should
be understood and exploited.
When the students begin to reconstruct the text, a gap exists between the information
the learners remember plus what they have written down during the dictation and the
reconstruction of the semantic unit of language, both grammatically and textually
correct. This gap challenges the learners to put in practice what they know to
reconstruct the text or to produce what is called as a “gloss” ( a paraphrase of the
original text ), something that becomes and original work.
As we remarked in the introduction the issue of grammar is approached contextually,
what allows students to be concious of how a certain grammatical aspect works within a
determined context, aspect that is provided by the teacher once he or she states the
structures that will be taught in each class.
Now we are going to give some examples of texts prepared to be used in a dictogloss
class.
First, let see the parts the lesson is divided into.
1. Topic: It is the subject matter that the text is related to.
2. Language points: It deals with the grammatical aspects that are treated in the text.
3. Preparation: Any materials the teacher needs to prepare or consult before attending
the classroom wtith the aim to avoid any possible confusion among the students.
4. Warm-up : To prepare the students for the topic they are going to face.
5. Pretext vocabulary: The introduction of unfamiliar words to avoid
misunderstanding. Sometimes this step could be omitted with beginners since the
text is so short that during the satges of the lesson the learners get their meanings.
6. Text: Dictation of the text at a normal speed.
Characteristics of this step:
? The sentences of the text the teacher dictates are numbered for better correction.
? The correction stage is based on the learner´s versions.
7. Notes: Notes on the grammar aspects that will be analized during correction stage
(some rules).
Examples
1
Silent enemies
Topic: Spies
Language points: Future tense: will, is going to
Simple present tense
First conditional construction
Infinitives
Prepositions: from, to, of, for
Warm – Up 1 At this moment there are five Cuban
prisoners in the USA, do you know the
charges why Gerardo Hernandez was
condemned ?
2 Elicit their aswers until they give more
information about spies
Pre- Text Vocabulary to employ (v) to provide work for
to catch (v) to capture
to get a glimpse of (v) to be able see briefly
to shoot (v) to hit with a bullet
to try (v) to prove
to hand (v) to give
to witness (v) to tetify Text
1 Some countries will admiy officially that they employ spies. 2 However, from time to
time, a spy is caught and the public sometimes gets a glimpse of what is going on
behind the political scenes. 3 Spies are rarely shot these days. 4 They are frecuently
tried and imprisioned. 5 Few people have the opportunity to witness such exchanges, for
they are carried out in secret.
Notes S1 that – a relative pronoun with which a
noun clause begins.
S2 however – it refers to a contrast with the
idea expressed in the first sentence.
S4 they – it refers to the spies.
S5 such exchanges – it refers to the moment
prisoners are caught.
2
Elvis Presley
Topic: Famous people
Language points Prepositions: on + time expressions
in + time expressions
in + place
By as an agent expressing time
Connectors: But expressing opposition
Which introducing a noun clause
Preparation 1 Bring a photo of Elvis Presley
Wam – Up 1 Try to get from the students as much information
as possible about this singer
Pretext vocabulary to grow up (v) to increase in size
deep (adj) low in siyuation
Text
1 Elvis Aaron Presley was born on January 8 th 1935, in East Tupelo, Mississippi. 2 He
grew up in a poor but religious home which was typical of the deep south of the United
States. 3 In 1955 he became a famous rock and roll star. 4 By 1956 he had won six gold
discs.
Notes S1 on - it is used with day, month and year
S2 which – it is a relative pronoun that
begins a noun clause
3 Al Capone
Topic:Famous people
Language points: Superlatives
Past tense
Subordinate clauses
Coordinate clauses
Passive voice
Modifiers
Preparation 1 You may bring a photo of Alcapone
Warm - Up 1 Show the students a fragment of one of the films
based on Alcapone´s life
2 Elicit from the students any kind of information they
know of this man´s illegal activities.
Pre - text Vocabulary cash (n) ready money
slum (n) the part of a the city where very poor peolpe
live
gang (n) a band
tax (n) a contribution charged by authority
income (n) the amount of money received by an
individual in a given period of time
to bootleg (v) to sell or produce alcoholic liquor
illegally
murder (n) assassination
Text
1 One of the most famous people of the 1920s was Al Capone. 2 He usually wore a
fifty-thousand-dollar diamond ring and carried fifty thousand dollars in cash in his
wallet. 3 He was born in 1899 in the slums of New York City where gangs were very
common. 4 In his teens he joined one of these gangs and later he went to work for the
ganster Johnny Torrio, who took him to Chicago. 5 He was best known for selling
liquor, which was illegal in the United States at that time. 6 When he finally was sent to
prison, it was not for bootlegging or murder, but for income tax evasion. 7 After eight
years in prison, Capone lived quietly with his family in Pennsylvania until his death in
1947.
4
Plain phobia
Topic Travelling
Fear
Language Points Linking words: when, while, before, after, and then
Past tense (regular·/irregular verbs)
Warm – Up 1Ask the studnts to mention the steps folloed by someone at
the airport when travelling
2 Find out if someone in the class is afraid of plains.
Pre-text Vocabulary purse (n) a small bag for money
luggage (n) a traveller´s baggage
lounge (n) lobby
to take off (v) to rise from th surface in
an aircraft
Text
1 The taxi slowed down outside the airport and Clarissa got out. 2 While she was
finding some money in her purse, the driver took out her luggage. 3 Then, she went
inside the termianal building. 4 After checking in her luggage, she went to buy some
magazines. 5 Then she went through passport control and into Departure Lounge. 6
There was half an hour befor her flight left, so she decided to do some shopping. 7
When the plan was taking off , she closed her eyes, but when it was in the air, she began
to relax.
World English
Topic English
Language and communication
Language points Present simple tense
Some and others as pronouns
Textual reference
Gerunds
Preparation It may be helpful to bring a map of the world to class for this
Activity.
1 With the help of the students, identify on the world map the
areas with the greatest concentration of English speakers.
2 Raise the topic of English as an international language.
Brainstorm around the class to see what areas of human activity
your students think English is used for (diplomacy, commerce,
pop music, aviation, and sports.
Pre – Text Vocabulary diplomacy (n) political relations between
governments
Text
1 Millions of people around the world speak English. 2 Some use it as their first
language. 3 Others use it as their second or third language. 4 It is the world language for
diplomacy, commerce, pop music, aviation, and sport. 5 What is your reason for
learning it?
Notes S1 some – it here works as a pronoun, meaning
Some people
S2 it – This refers to English
S3 their – it rfrs back to people in S1
S4 world – it functions as an adjective dscribing
Language
S5 – learning – a gerund after the expression
reason for
Conclusions.
The fact of not using grammar in our classes communicatevely since the previous
syllabus did not focus on the treatment of grammar this way, had bring about the lack
of motivation in our students.
After we experienced new procedures in introducing grammar, we realized our students
were more motivated and they got more and better results in the usage of this aspect of
language.
Now we are going to point out some possitive features of this procedure :
? The studentes work in small groups, what gives all the members the possibility to
enrich the new text.
? The analysis of each version is carried out on the groups´ versions and not on
individual ones.
? It is based on group work what allows the participation of all members since they
help each other in completing the new version.
? The students enrich their language due to the ideas expressed by the rest of the
class.
? Its main objective is to discover the areas of needs the learners have.
? The use of text as the semantic unit of language instead of the word or the sentence.
Introduction
At the beginning of the 1990s, our Ministry set up a new policy in the teaching of
English based on a more communicative approach what brought about a complete
change in the syllabus where all four language skills should be trained. As oral skill has
now a significant weight, we have been working on analazing words, phrases and
grammar contextually what gives the learners the possibility to enhance their level of
English.
Dealing with grammmar has been a difficult task when we teach any language since it is
not always very good welcomed by learnes due to all the rules and tiresome aspects they
have to take into account when using the language properly, many of them that have no
logical explanation. That is why we have expended a great time looking for procedures
that allow us, teachers, to help students towards a better understanding of how grammar
works in expressing any idea ( to develop learners´grammatical competence in using the
language)
In our research we have introduced grammar in communicative functions (context),
somrething that has worked effectively.
Now we want to share another procedure we have experienced in our classes. It is
known as “dictogloss” or “grammar dictation”
Development
Let´s beging with the definition of dictogloss. It can be briefly summarized as the
dictation of e dense text from which the students record as many words and phrases as
possible and in small groups they try to reconstruct the story focusing on grammatical
accuracy and textual cohesion without aiming at replicating the original text.
Dictogloss differ from the traditional dictation since with this procedure the students are
obliged to create their own versions using the learners´own grammatical and linguistic
resources.
Now we are going to explain the steps that should be followed when using this method:
? Preparation
Is the moment in which teachers prepare learners for the topic making them more
receptive to the listening.
? Dictation The text is dictated twice, the first time is with the aim of getting a general idea of the
passage. The second time its for taking notes of those words that are relevant. The
grammar or function words are avoided, they should be provided by the students during
the reconstruction.
The text is dictated at normal spoken speed. Between sentences, the pauses should be
slightly longer than usual.
? Reconstruction
As soon as the dictation is finished, the learners , working in groups, proceed to write
down their notes and work on their version of the text ,when it is complete , the group
cheks the text for grammar,textual cohesion , and logical sense, this moment is
monitored by the teacher , but in does not provide any actual language input
? Analysis and Correction
There are several ways to carry out this step for , let see the one we have used in our
classes :
The students write their own versions on pieces of papers , then, they interchange the
papers in order to chek the grammatical aspect the teacher is going to deal with during
the lesson. The board is divided into sections according to the quantity of teams in the
classroom, one member of each time goes to the board and write the first sentence of
their versions during the analysis it is possible to correct any mistake and give other
ways of expressing the same idea, this procedure continues till the text is analized
completely.
A key activity in using this procedure is the fact that the students should interact with
each other in small groups with the purpose to reconstructthe text, what gives them the
possibility to find out what they still don´t know and in this way they improve their
language skills. Cooperation is developed as an important human value.
Dictogloss offers the possibility to test while teaching. In the error analysis and
correction step learners consolidate their understandin of which options are the most
suitable.
Another important aspect is the role of memory and creativity, somethig that should
be understood and exploited.
When the students begin to reconstruct the text, a gap exists between the information
the learners remember plus what they have written down during the dictation and the
reconstruction of the semantic unit of language, both grammatically and textually
correct. This gap challenges the learners to put in practice what they know to
reconstruct the text or to produce what is called as a “gloss” ( a paraphrase of the
original text ), something that becomes and original work.
As we remarked in the introduction the issue of grammar is approached contextually,
what allows students to be concious of how a certain grammatical aspect works within a
determined context, aspect that is provided by the teacher once he or she states the
structures that will be taught in each class.
Now we are going to give some examples of texts prepared to be used in a dictogloss
class.
First, let see the parts the lesson is divided into.
1. Topic: It is the subject matter that the text is related to.
2. Language points: It deals with the grammatical aspects that are treated in the text.
3. Preparation: Any materials the teacher needs to prepare or consult before attending
the classroom wtith the aim to avoid any possible confusion among the students.
4. Warm-up : To prepare the students for the topic they are going to face.
5. Pretext vocabulary: The introduction of unfamiliar words to avoid
misunderstanding. Sometimes this step could be omitted with beginners since the
text is so short that during the satges of the lesson the learners get their meanings.
6. Text: Dictation of the text at a normal speed.
Characteristics of this step:
? The sentences of the text the teacher dictates are numbered for better correction.
? The correction stage is based on the learner´s versions.
7. Notes: Notes on the grammar aspects that will be analized during correction stage
(some rules).
Examples
1
Silent enemies
Topic: Spies
Language points: Future tense: will, is going to
Simple present tense
First conditional construction
Infinitives
Prepositions: from, to, of, for
Warm – Up 1 At this moment there are five Cuban
prisoners in the USA, do you know the
charges why Gerardo Hernandez was
condemned ?
2 Elicit their aswers until they give more
information about spies
Pre- Text Vocabulary to employ (v) to provide work for
to catch (v) to capture
to get a glimpse of (v) to be able see briefly
to shoot (v) to hit with a bullet
to try (v) to prove
to hand (v) to give
to witness (v) to tetify Text
1 Some countries will admiy officially that they employ spies. 2 However, from time to
time, a spy is caught and the public sometimes gets a glimpse of what is going on
behind the political scenes. 3 Spies are rarely shot these days. 4 They are frecuently
tried and imprisioned. 5 Few people have the opportunity to witness such exchanges, for
they are carried out in secret.
Notes S1 that – a relative pronoun with which a
noun clause begins.
S2 however – it refers to a contrast with the
idea expressed in the first sentence.
S4 they – it refers to the spies.
S5 such exchanges – it refers to the moment
prisoners are caught.
2
Elvis Presley
Topic: Famous people
Language points Prepositions: on + time expressions
in + time expressions
in + place
By as an agent expressing time
Connectors: But expressing opposition
Which introducing a noun clause
Preparation 1 Bring a photo of Elvis Presley
Wam – Up 1 Try to get from the students as much information
as possible about this singer
Pretext vocabulary to grow up (v) to increase in size
deep (adj) low in siyuation
Text
1 Elvis Aaron Presley was born on January 8 th 1935, in East Tupelo, Mississippi. 2 He
grew up in a poor but religious home which was typical of the deep south of the United
States. 3 In 1955 he became a famous rock and roll star. 4 By 1956 he had won six gold
discs.
Notes S1 on - it is used with day, month and year
S2 which – it is a relative pronoun that
begins a noun clause
3 Al Capone
Topic:Famous people
Language points: Superlatives
Past tense
Subordinate clauses
Coordinate clauses
Passive voice
Modifiers
Preparation 1 You may bring a photo of Alcapone
Warm - Up 1 Show the students a fragment of one of the films
based on Alcapone´s life
2 Elicit from the students any kind of information they
know of this man´s illegal activities.
Pre - text Vocabulary cash (n) ready money
slum (n) the part of a the city where very poor peolpe
live
gang (n) a band
tax (n) a contribution charged by authority
income (n) the amount of money received by an
individual in a given period of time
to bootleg (v) to sell or produce alcoholic liquor
illegally
murder (n) assassination
Text
1 One of the most famous people of the 1920s was Al Capone. 2 He usually wore a
fifty-thousand-dollar diamond ring and carried fifty thousand dollars in cash in his
wallet. 3 He was born in 1899 in the slums of New York City where gangs were very
common. 4 In his teens he joined one of these gangs and later he went to work for the
ganster Johnny Torrio, who took him to Chicago. 5 He was best known for selling
liquor, which was illegal in the United States at that time. 6 When he finally was sent to
prison, it was not for bootlegging or murder, but for income tax evasion. 7 After eight
years in prison, Capone lived quietly with his family in Pennsylvania until his death in
1947.
4
Plain phobia
Topic Travelling
Fear
Language Points Linking words: when, while, before, after, and then
Past tense (regular·/irregular verbs)
Warm – Up 1Ask the studnts to mention the steps folloed by someone at
the airport when travelling
2 Find out if someone in the class is afraid of plains.
Pre-text Vocabulary purse (n) a small bag for money
luggage (n) a traveller´s baggage
lounge (n) lobby
to take off (v) to rise from th surface in
an aircraft
Text
1 The taxi slowed down outside the airport and Clarissa got out. 2 While she was
finding some money in her purse, the driver took out her luggage. 3 Then, she went
inside the termianal building. 4 After checking in her luggage, she went to buy some
magazines. 5 Then she went through passport control and into Departure Lounge. 6
There was half an hour befor her flight left, so she decided to do some shopping. 7
When the plan was taking off , she closed her eyes, but when it was in the air, she began
to relax.
World English
Topic English
Language and communication
Language points Present simple tense
Some and others as pronouns
Textual reference
Gerunds
Preparation It may be helpful to bring a map of the world to class for this
Activity.
1 With the help of the students, identify on the world map the
areas with the greatest concentration of English speakers.
2 Raise the topic of English as an international language.
Brainstorm around the class to see what areas of human activity
your students think English is used for (diplomacy, commerce,
pop music, aviation, and sports.
Pre – Text Vocabulary diplomacy (n) political relations between
governments
Text
1 Millions of people around the world speak English. 2 Some use it as their first
language. 3 Others use it as their second or third language. 4 It is the world language for
diplomacy, commerce, pop music, aviation, and sport. 5 What is your reason for
learning it?
Notes S1 some – it here works as a pronoun, meaning
Some people
S2 it – This refers to English
S3 their – it rfrs back to people in S1
S4 world – it functions as an adjective dscribing
Language
S5 – learning – a gerund after the expression
reason for
Conclusions.
The fact of not using grammar in our classes communicatevely since the previous
syllabus did not focus on the treatment of grammar this way, had bring about the lack
of motivation in our students.
After we experienced new procedures in introducing grammar, we realized our students
were more motivated and they got more and better results in the usage of this aspect of
language.
Now we are going to point out some possitive features of this procedure :
? The studentes work in small groups, what gives all the members the possibility to
enrich the new text.
? The analysis of each version is carried out on the groups´ versions and not on
individual ones.
? It is based on group work what allows the participation of all members since they
help each other in completing the new version.
? The students enrich their language due to the ideas expressed by the rest of the
class.
? Its main objective is to discover the areas of needs the learners have.
? The use of text as the semantic unit of language instead of the word or the sentence.
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