有效的外语教学与评估手段(1)(7)
2015-09-11 01:07
导读：From above statements, it is obvious that this procedure forces students to think hard about the meaning of what they hear since the missing words cannot be accurately supplied unless the passage is u
From above statements, it is obvious that this procedure forces students to think hard about the meaning of what they hear since the missing words cannot be accurately supplied unless the passage is understood.
3.6 Graduated Dictation
Graduated dictation is first developed as a practical improvement on traditional dictation tests. In graduated dictation, the number of words in each chunk is progressively increased from initial two, four and six words up to total of 21 words. As a test item, graduated dictation is reliable, valid and scalable and it provides items that are both easy enough for the beginning students and challenging enough for the most advanced.
As we all know, different types of dictation have their own functions and advantages. They can meet the needs of the teacher who uses dictation as a teaching device or testing device, as well as the needs of the students who use it as a learning technique. They have their own theories when they are applied in the foreign language learning.
4 Common dictation errors and its countermeasures
According to the level of linguistic structure, the errors can be classified into three types: phonology, lexis and grammar.
4.1 Phonemic errors
This type of errors normally results from the weakness of discriminating between individual sounds. Although some errors can be classified into the scope of grammar, they are actually made by the sound. This kind of errors can be subdivided into four types: (1) omission, e.g. neibouring for neighbouring; inexable for inexorable; passionly for passionately; coolty for cruelty; (2) substitution, e.g. gray for green; greet for great; in wonder action for in one direction; they thought for therefore. (3) addition, e.g. explaination for explanation; spacement for specimen; pegent for pigeon; experimenter for experiment; and (4) reordering, e.g. forieng for foreign; tradegy for tragedy; Tokoy for Tokyo; desides for besides.
4.2 Lexical errors
The students focus less on the relevance between the pronunciation and the spelling. When the word is pronounced correctly, the students cannot recall it quickly, and even forget it thoroughly. In other word, some lexical errors normally result from phoneme errors. (1) Omission of content words also occurs when the stress is weaker, e.g. closely for relately; festival for first of all; each a vase for each of us; at every wave for at everywhere; under knees for underneath, etc. (2) Lexical substitutions, some students would like write some words after what they heard, e.g. rack for wreck; stumbled, stepped for slumped; a mail man in the post office for a male man in the post office; on beauty in business for on duty and business, etc. They are semantically appropriate but phonologically incorrect, because their knowledge enables them to write something suitable with the context. However, in this way, it can demonstrate that comprehension of the total context is involved dictation.
您可以访问中国科教评价网（www.NsEac.com）查看更多相关的文章。 4.3 Grammatical errors
The grammar, which the students have learned, may be only superficial. Since the knowledge of grammar was not internalized and turn into their own knowledge which they can dominate it with freedom. For this reason, the students cannot avoid these errors apparent in the dictation exercises; what is more, they cannot find out them after checking out. This type of errors includes errors of reordering (e.g. the dedicated equally sportsman for the equally dedicated sportsman; there usually are for they are usually, etc.), restructuring (e.g. I am supposed to for I don't suppose to; had been to climb for had been climbed, etc.), morphology (e.g. he send for he sends; it’s for its; at their watchs for at their watches, join listening for enjoy listening, etc.) and function words (e.g. as potential bait for as a potential bait; a old man for an old man, etc.)
