The Effectiveness of Dictation Method in College English Vocabulary Teaching

Qu, Tao

doi:10.4304/tpls.2.7.1472-1476

Cited by 8 publications

(9 citation statements)

References 2 publications

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“…Although some researchers claimed that dictation lacks the communicative feature in real human languages and therefore may "measure very little of language" (Lado 1961;Jones 1977), others have pointed out that dictation has the merit of testing comprehension in context based on learners' internalized grammar' (Oller 1979;Cohen 1980;Morris 1983;Stansfield 1985). Recent studies have examined the effectiveness of using dictation as a teaching technique and provided evidence that dictation as a form of regular teaching practice can improve learners' overall language competence and vocabulary accuracy in the long term (Rahimi 2008;Pyun and Lee-Smith 2011;Qu 2012). However, the efficacy of dictation in language learning has not been fully examined and its application in actual language teaching is still fairly limited.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Effectiveness of a Reading-dictation Task in Promoting Chinese Learning as a Second Language

Li¹

2020

HES

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Dictation has long been recognized as a valid testing device and practical teaching technique in second language (L2) teaching and research. Yet recent years have witnessed an increasing use of integrated tasks in language education. This paper attempts to combine dictation with a reading activity and thereby explores the effectiveness of a reading-dictation integrated task, as compared to a dictation-only task in facilitating Chinese learning as a L2. Results of a quasi-experimental study showed that in reading-dictation, participants produced a higher number of correct characters and made less use of pinyin for support; homophone errors and comprehension errors were noticeably reduced. In addition, feedbacks from an interview verified participants' positive attitudes towards the reading-dictation task. Pedagogical implications of this study were subsequently discussed, in relation to Chinese L2 teaching in general and orthography teaching in particular.

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Section: Introductionmentioning

confidence: 99%

Exploring the Effectiveness of a Reading-dictation Task in Promoting Chinese Learning as a Second Language

Li¹

2020

HES

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“…Scholars have positive and negative views of dictation. Those who consider dictation to be a useful tool view it as a way to diagnose aural perception as well as English mistakes among learners (Davis & Rinvolucri, 2002;Tang, 2012). Mohammed (2015) mentions that some people might take a stereotypical approach to dictation and consider it old-fashioned, boring, and a teacher-centered method (Mohammed, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Mohammed (2015) mentions that some people might take a stereotypical approach to dictation and consider it old-fashioned, boring, and a teacher-centered method (Mohammed, 2015). The teacher-led dictation (TLD) method has been widely used in English as a foreign language (EFL) classrooms (Alkire, 2002;Davis & Rinvolucri, 2002;Fountain & Nation, 2000;Habibi, Nemati, & Habibi, 2012;Kavaliauskienė & Darginavičienė, 2009;Kazazoğlu, 2013;Kiany & Shiramiry, 2002;Montalvan, 1990;Morris, 1983;Natalicio, 1979;Oller, 1979;Rahimi, 2008;Sawyer & Silver, 1972), while the text-to-speech (TTS) method is a new attempt to improve language learning among EFL students (Biancarosa & Griffiths, 2012;Eksi & Yesilcinar, 2016;Tang, 2012), especially in the area of reading comprehension (Wood, Moxley, Tighe, & Wagner, 2018).…”

Section: Introductionmentioning

confidence: 99%

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A Comparison Between Teacher-Led and Online Text-to-Speech Dictation for Students’ Vocabulary Performance

Chiang¹

2019

ELT

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Researchers have long supported the use of dictation as a test for language learners (Fountain & Nation, 2000), and dictation has been used as a test for learners of English as a foreign language (EFL). With the advantages of productive learning and reinforcing short-term memory, dictation is a commonly used technique to develop language skills, and it can be considered to be an assessment of foreign language learning (Kazazoğlu, 2013). However, the previous research has not fully explored how technology, such as text-to-speech (TTS), can be used in EFL classrooms. To address this issue, the researcher explored the use of traditional teacher-led dictation (TLD) and TTS dictation to compare the vocabulary performance of EFL learners. Forty-two college students participated in the study. The results indicated a significant difference between TTS and TLD on the participants’ vocabulary performance. Additionally, there was a correlation between the scores with TTS and TLD: the students who performed better with TLD also obtained higher grades with TTS. Based on the results, future studies and pedagogical suggestions are presented.

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“…The questionnaires she distributed to the students showed that the students agreed with the idea that the dictation helped their listening and improve their comprehension. Tang (2012) in a study conducted to 85 Chinese studying at Guilin University of Technology examining the use of dictation to facilitate students memorizing English vocabulary also revealed that the dictation given to the students was an effective strategy which could develop the students' vocabulary and learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

Using Dictation to Promote the Use of Grammar Knowledge in Reconstructing Listening Texts

Herusatoto

2017

celt

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This paper reports the findings of the implementation of full dictation and partial dictation in improving the awareness of using grammar knowledge in reconstructing listening texts among the EFL students at STBA (School of Foreign Languages) LIA Yogyakarta. Three groups participated in the study, i.e. two experimental groups (Group A and B) and a control group (Group C). A pre-test on listening to lectures was administered to the three groups. Over 9 sessions, Group C did the listening exercises in their textbook using dicto-comp technique, while in addition to the listening exercises which applied dicto-comp, the students in Group A was given full dictation exercises and Group B received partial dictation exercises. A post-test was given to the three groups after the ninth session. In addition to the post-test, a 5-point Likert-scale questionnaire assessing the students' responses to the dictation exercises was given to the experimental groups. Results of paired-samples tests indicated that there was a significant difference between each group's pre-and post-test. The mean gain score of Group B was higher than Group A showing that Group B had better improvement in the post-test. Furthermore, Group B had better grammar points in their posttest compared to Group A. Group C also increased their scores but they still got their teacher's assistance to point out their grammatical mistakes in their notes. This suggests that the dictations given to the experimental groups improved the students' awareness in applying their grammar knowledge to reproduce a listening text they heard

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The Effectiveness of Dictation Method in College English Vocabulary Teaching

Cited by 8 publications

References 2 publications

Exploring the Effectiveness of a Reading-dictation Task in Promoting Chinese Learning as a Second Language

Exploring the Effectiveness of a Reading-dictation Task in Promoting Chinese Learning as a Second Language

A Comparison Between Teacher-Led and Online Text-to-Speech Dictation for Students’ Vocabulary Performance

Using Dictation to Promote the Use of Grammar Knowledge in Reconstructing Listening Texts

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