2017年3月4日:日本英語教育学会・日本教育言語学会第47回年次研究集会

Pilot Study
Dictogloss: How Grammar Dictation
Affect Beginner and LowerIntermediate Japanese EFL learners
Lisa Nabei
Tokai University

lisanabei@tsc.u-tokai.ac.jp

Background
Dictogloss was first introduced by Wajnryb (1990)- an adapted type of dictation that involves
students working collaboratively to reconstruct a
passage that was read to them.
Four stages
1. Preparation:
Topic, new vocabulary andStudents make a pair.

activity introduced.

2. Dictation:
Passage should be read twice.
Students listen first, take nots for the second listening.
3. Reconstruction: Students share notes and discuss.

4. Analysis & Correction:
Students share the reconstructed texts.
Students analyse & correct texts together.

Past Studies
Wajnryb (1990): Followed four steps.
Swain (1998): Followed Wajnryb’s steps, counted Language
Related Episodes (LREs).
Fortune & Thorp, Fortune (2005): Students did not try toreconstruct but produce a text of their own (maintaining themeaning) .
Shak (2006): Students reconstruct the texts individually.
Scott & De la Fuente (2008): Allowed students L1 use.
Qin (2008): No listening involved. Texts handed out to students.
Gallego (2014): Measured learners’ opinions regarding dictogloss.

IssuesWhat to measure?
− Learners’ Language Related Episodes (LREs)? Focus onawareness?
− Vocabulary acquisition?
− Writing improvement?
− Listening comprehension skill?
How to measure?
− Count number of LREs?
− Pre-post test design (vocab, writing, listening)?
What to use? (material type/ level)
Audio Materials
 How to choose the materials?
 Native English speaker?
 Recorded or Read by the instructor?

Issues cont’dWhat kind of activity?
− How much pair work should be involved?
− Should the students try to speak in English or allow L1.
− Any rubrics should be given to students?

Methodology
Subjects− About 60 Japanese university students (Science)− English proficiency level = Lower Intermediate(TOEIC 350 – 450)
Materials− Short stories (200 – 250 words) from Dreamreader.net(http://dreamreader.net/) or articles from news.
− Or stories or articles read by the instructor.
− Text books?
− News?
− Should the audio texts level be lower than what the students
usually read?

Analysis− Pre-post test design (listening/ vocab/ writing)− Analyse students’ comments/ notes?

Methodology - materials
Texts : eg. Dreamreader.net (http://dreamreader.net/)− About 85% of the vocabularies are covered by GSL first
1000 words (red words)− Should it be easier or more difficult?

AntWordProfiler 1.4.0w

References
Fortune, A. (2005). Learners’ use of metalanguage in collaborative formfocusedL2 output tasks. Language Awareness, 14, 21-38.
Nabei, T. (1996). Dictogloss: Is it an effective language learning task? WorkingPapers in Educational Linguistics, 12, 59-74.
Qin, J. (2008). The effect of processing instruction and dictogloss tasks onacquisition of the English passive voice. Language Teaching Research, 12, 61-82.
Shak, J. (2006). Children using dictogloss to focus on form. Reflections on English
language teaching. 5, 47-62.
Swain, M. (1998). Focus on form through conscious reflection. In C. Doughty & J.
Williams (Eds.), Focus on form in classroom second language acquisition (pp. 64-81).
Cambridge: Cambridge University Press.
Wajnryb, R. (1990). Grammar dictation. Oxford: Oxford University Press.