有效的外语教学与评估手段(1)(5)
2015-09-11 01:07
导读：3 Types of Dictation Dictation is a technique associated with traditional, accuracy-focused methodology: the teacher reads a text passage aloud right through and then with some pauses, and the student
3 Types of Dictation
Dictation is a technique associated with traditional, accuracy-focused methodology: the teacher reads a text passage aloud right through and then with some pauses, and the students need to write down exactly what is said.
The following passages focus on the description of six other types of dictation practice that are adopted widely in the foreign language learning. They are: standard dictation, partial dictation, dito-comp and dictogloss, elicited Imitation, dictation with competing noise and graduated dictation.
3.1 Standard Dictation
Standard dictation, also called "ordinary dictation", is the well-known type of dictation. “It requires the students to write out the verbal sequences of material as spoken by the teacher or played with a recording. The text passage is usually read three times. This type of dictation is somewhat longer, but it provides a more valid measure of overall language.” [7]
For instance, in TEM 4 (Part II), students are required to dictate a 150 to 200-word passage. Altogether the passage is read four times. During the first and the fourth readings, the passage is read at normal speed, while in the second and third readings, the passage is read sentence by sentence, or phrase by phrase with intervals of 15 to 20 seconds. The students are instructed to listen and try to understand the meaning without writing anything in the first reading, to write down every word they hear from the tape in the second and third readings and to check their work in the last reading. Then the students are given 2 minutes to check through their work once more.
“The dictation passage consists of 15chunks. Students can be awarded one point if the chunk is correctly taken down but one minor mistake is allowed. If there are some major mistakes and the meaning of the chunk is not correctly conveyed, then they are not awarded the point for this chunk. The dictation part accounts for 15% of the total score of TEM 4. The objective of dictation in TEM 4 is to test students' ability in comprehension and writing, and correctness in spelling and punctuations. In TEM 4, dictation is highly related with students' overall scores ” [8]
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3.2 Partial Dictation
Partial dictation, which is also called “spot dictation”, is similar to standard dictation, except that the students have been given a print copy of a passage in which certain words and phrase have been omitted. As the passage is read, the students must listen to the spoken material carefully and fill in the blanks in time. It is considered as a valid pragmatic testing measure because it requires subjects to interpret what they hear as part of natural spoken discourse, and hence subjects' global language proficiency can be tapped. “Johansson concludes that partial dictation is a valid and reliable test measure of listening comprehension and implies that because of the high correlations with other measures of foreign language proficiency in a foreign language.” [9]
Compound-dictation or spot-dictation began to be used in CET 4 in 1997. It is a combination of partial dictation and dicto-comp. The objective is to test students' listening comprehension and certain ability in written expression. A written version of a passage of about 200 words is printed on the test paper with seven content words and three long sentences deleted. The passage is read three times. For the first reading, the students listen for general ideas. For the second reading, the students are required to fill in the blanks numbered from S1 to S7 with the exact words they hear from the tape. There is a one or two second interval right after the deleted word. For the blanks numbered S8 to S10, the students are required to fill in the missing information. The interval after each deleted sentence is about 15 seconds. The students can either write in exact forms they hear from the tape or reconstruct sentences with their own words whose meanings are similar to those conveyed by the speaker. And for the third reading, the students listen again to check their writings.
