A Study Of The Application Of Dictogloss Tasks In EFL Classroom Teaching

Dictogloss is a task which motivates language learners to interact cooperatively in small group in order to construct a linguistically acceptable text similar in content and style to one they have previously heard and taken notes on. Dictogloss is believed to be an effective method to create conditions for second language acquisition (SLA). However, just few empirical studies have been provided so far. Therefore, the author attempts to undertake an empirical research to see whether systematic dictogloss practice has any effect on Chinese English majors and whether they viewed it as an effective learning device.The study reports a one-semester experiment in which two groups (Experimental group and Control group) of students followed the same teaching curriculum except the dictogloss practice conducted in the experimental group. Various forms of data are collected through language tests, and questionnaires. SPSS is used to manage, analyze, and display data, and two-tailed t-test and correlation coefficient are conducted. During the one-semester experimental period, the control group did not have any kind of dictogloss practice in the classroom, whereas experimental group practiced dictogloss in the classroom. Results of the pretest showed that the two groups are homogeneous in their English proficiency. And the survey of outside classroom English learning indicates that their studying effort on English learning outside classroom have no significant difference. The results of the posttest showed that systematic dictogloss practice helps improve intermediate English majors'performance on listening, grammar knowledge, and writing. Moreover, the result of a survey on students'attitude toward dictogloss demonstrates that intermediate learners view dictogloss as an effective learning device in terms of listening, speaking and writing.The present study is of theoretical values and practical significance. It is expected that the findings of this study will help foreign language teachers further understand the effect of dictogloss practice and apply dictogloss for pedagogical purposes. In addition, the findings will encourage the foreign language learners to make use of dictogloss as a learning device.