Effects of Dicto-Comp and Dictation on the Writing Skill of Female Adult Iranian EFL Learners

Adel, R. den; Hashemian, Mahmood

doi:10.5539/elt.v8n11p17

Cited by 3 publications

(1 citation statement)

References 18 publications

(14 reference statements)

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“…They also reported the positive effect of standard dictation on grammar improvement of EFL learners. The findings also supported those reported by Adel and Hashemian (2015). They explored the effect of controlled writing (dictation) on the accuracy (in this case, grammar) of the writing of adult Iranian EFL learners.…”

Section: Addressing Research Hypotheses Three and Foursupporting

confidence: 84%

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2016

MJLTM

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knowledge, words that are used for naming objects , actions and conveying messages among people would not be useful and their meanings would be understood imprecisely (Larsen-Freeman, 1991cited in Rutherford, 2014). Grammar is the fundamental component of the language, which plays an essential role in any language-teaching program. According to Richards and Renandya (2002), grammar must not be neglected in language teaching, since a product without an appropriate knowledge of grammar would confine learners' knowledge improvement, and there is a widespread agreement that grammar must be taught in order to acquire proper accuracy. What is the most helpful way for teaching grammar items to second language learners? During the history of second language (L2) teaching, there has not been a unanimous agreement on the role of dictation and teacher-training courses have not paid enough attention to techniques that help students learn grammar. Not only is teaching through dictation, including standard dictation and dictocomp, a technique that establishes a new way to perform this assessment technique, but also it is useful for improving spelling, making sentences, learning grammar, and new vocabulary, etc. It helps to settle an agreement between what learners think they need (which might not be grammar at all but maybe text organization or Lexis) and what teachers think is necessary for learners. It improves listening skills since learners need to concentrate on the meaning while listening to the text. It helps practice their proofreading and editing skills. Learners have to be aware of grammar and use it productively while doing this task. In addition, it supplies a chance for collaborative learning. It also upgrades and refines their use of language (Farzami Pooya, 2014). According to Kidd (1992), based on different theoretical and pragmatic reasons, dictation is an inspiring typical technique to enhance both direct learning and the indirect acquisition of L2 grammatical structures. He claims that dictation could be a beneficial general method for teaching grammar to ESL and EFL learners. Special techniques of dictation such as dicto-comp and standard dictation are easy to operate in the classroom and attract students' attention to the target language structure. Language teachers have always used dictation for testing, but some teachers have been doubtful about its advantage in language teaching/learning. Currently dictation seems to be experiencing a revival as a valuable teaching device. It is believed that dictation can assist developing all language skills, that is, grammar, oral communication, pronunciation, and listening comprehension. It is both a language teaching and testing device that dates back to the 16th century. Its approval fluctuates depending on the popular teaching methodologies. For example, the direct method, reading method, and grammar translation method of teaching support the use of dictation. On the other hand, the natural method and the audio-lingual method do not consider dictation as a useful...

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Section: Addressing Research Hypotheses Three and Foursupporting

confidence: 84%

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2016

MJLTM

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An investigation of lexical features in the writing of ‘Dicto-comps’ and ‘Summaries’

Shin¹

2018

thejournalofforeignstudies

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Analysis of contemporary methods of teaching English as a Foreign Language in early education

Božić Lenard,

Lenard

2023

POW

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High quality teaching materials, which will effectively integrate four major language learning skills, is critical in language learning. Material designers are practitioners who are well aware of the (non)effectiveness of various teaching methods and strategies. This paper aimed to study the types of exercises in young leaners’ language classes and skills focused on. The content analysis was done by examining the most frequently used student books from grade 1 to 4. The analysis has proven that the receptive skills are generally more focused on but the productive ones also receive attention even at the lowest grades. The usual stimulus for in-class tasks is a visual one, which is also used computer/tablet-ready additional learning material. The complexity level ranges from basic shorter output in the lower to more autonomous and real-like communicative situations in the higher grades.

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Effects of Dicto-Comp and Dictation on the Writing Skill of Female Adult Iranian EFL Learners

Cited by 3 publications

References 18 publications

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Untitled

An investigation of lexical features in the writing of ‘Dicto-comps’ and ‘Summaries’

Analysis of contemporary methods of teaching English as a Foreign Language in early education

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