有效的外语教学与评估手段(1)(6)
2015-09-11 01:07
导读：3.3 Dicto-comp and Dictogloss Another type of dictation is what has sometimes been called “dictation composition”. It offers an interesting variation on word-for-word dictation. The exercise is a
3.3 Dicto-comp and Dictogloss
Another type of dictation is what has sometimes been called “dictation composition”. It offers an interesting variation on word-for-word dictation. The exercise is a mixed skill one. Students are conducted to listen to a text passage one or more times while it is read by the teacher or played on tape at a conversational rate. Then they are asked to reconstruct the passage from memory what they have heard.
“Dicto-comp is also known as dictogloss, but in fact is quite distinct from dictation in both procedure and objectives. In dictogloss, a passage is read at normal speed to the students who take some notes with the familiar words or note some key words as they listen. Sometimes, the passage is read two times for the students. And, in small groups, the students discuss and compare their words with their partner. After that, students should gather their key words to reconstruct their written versions of the original text. Through both the task of reconstruction and the following analysis, students refine their understanding of the language they have used.” [10]
3.4 Elicited Imitation
According to Oller, elicited imitation is an auditory task that is similar to dictation in terms of the passage read to the students but different from respect to the response mode. In this case, the students hear the passage, the same as in dictation, but the students are asked to repeat it what they have heard instead of writing down the passage. Then the verbatim tasks and more retelling tasks have been used. The teachers need to try to elicit some pieces of information. Although some may consider the task superficial or mechanical, it is also a good way to explore the working memory, which requires a deep level of processing and requires the students to repeat what he or she has heard. The task is classified as a kind of dictation-type activity because the students have to produce what he or she has heard, of course not in written form as in standard dictation, but in oral form. This technique is quite effective with children and preliterate adults. It can be used quite effectively in the foreign language teaching as well as testing, which is also developed as a device for the oral teachers to improve their students’ listening skills and spoken skills in the class.
（科教作文网http://zw.NSEaC.com编辑发布） 3.5 Dictation with Competing Noise
This kind of dictation is also called "white noise dictation". It involves leaving gaps usually replaced with a noise or a whistle, so on and so forth in the text. As a classroom exercise it follows basically four steps: firstly, the teacher reads the passage once at a normal speed for the students to understand the meaning; secondly, for the second slow reading, some words or phrases are replaced by noise, the students are asked to copy the passage as a dictation, filling in each gap with a word or phrase they think it appropriately; thirdly, the passage is presented for the third time at normal speed, still leaving the gaps with the noise; and fourthly, the students discuss and compare their writing with other classmates.
