Application Of Dictogloss On EFL Grammar Teaching In Senior High School

Grammar teaching is an indispensable part in language teaching.Grammar is the skeleton of a language,which can provide a structure to integrate words and phrases together in a specific and comprehensible way.In view of the importance of grammar,it is necessary to explore an effective method in grammar teaching.The author presents a study,which uses dictogloss approach,to see whether it is effective when it is applied in actual teaching practice and to provide some useful suggestion for senior high school teachers in grammar teaching.Dictogloss was first initiated by Wajnryb in 1990.It is a text-based,task-based,learner-centred teaching activity which can help learners focus on both meaning and form through text reconstruction with its main goal to cultivate the learners’ receptive and productive skill.Based on the prior theoretical and empirical studies,this study attempts to probe the following three questions:(1)Does dictogloss have positive effects on senior high school students’ learning attributive clause?(2)If yes,what are the effects of dictogloss on the senior high school students with different levels in learning attributive clause?(3)What are students’ attitudes toward dictogloss practice? This study selects114 students from two parallel classes in Qin’an No.2 Middle School as subjects and lasts for two months.In order to answer the above three questions,the author uses three instruments,including tests,questionnaires and interview to collect the data and uses SPSS(21)to analyze the data.Before the experiment,pretest papers are distributed to the experimental class and control class.Data shows that two class students are nearly at the same level.During the experiment,dictogloss is adopted in the daily teaching of experimental class,while the PPP model is adopted in the control class.The students in the experimental class are divided into 14 groups and there are four students in each group.Each group consists of high-level and low-level students based on their pretest results so that they can learn from each other.The post-test is carried out at the eighth week with its goal to test the effects of dictogloss,and then the informal interview and the questionnaire are done in the same week with its aim to test the students’ attitudes toward the study.The results of tests,the questionnaires and informal interview are as follows:1.Based on the mean score and the data gained from the post-test,it is easy to find out that the students achieve more than students in the control class in acquisition of attributive clause.2.From the results of the comparison of data among high-level students,low-level and middle-level students in the experimental class,it can be seen that dictogloss is effective for all the students of three levels,the effect is more obvious for low-level students.3.Based on the data gained from the interview and the questionnaire,it can be found that students in the experimental class are confident and are more interested in grammar leaning.Most students think it is an effective method.From the results of this study,it can be concluded that dictogloss can effectively improve students’ grammar learning achievements and stimulate students’ interest in learning English.Therefore,the teachers can integrate this approach into their daily teaching according to the teaching objective and students’ level to improve students’ grades.