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Dictogloss
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5 thoughts on “Dictogloss”
What is VanPatten’s point here? I don’t see how this is output. I am very unclear on this. OK, got so frustrated, did a search about dictogloss. It appears to be a pre-teaching strategy:
The proofreading and cooperative learning stuff seem like strange add-ons.
To introduce key words and target lexical items at the beginning of a work sequence or task.
To encourage learners to focus on meaning when listening to spoken text.
To develop effective first-time listening strategies and to provide relevant listening practice.
To develop proof reading and editing skills and strategies.
To provide an authentic opportunity for cooperative learning.
To assist weaker learners and learners who require significant support with reading and writing activities.
They work together in cooperative groups to reconstruct the text and then, compare their group’s text to other groups’ texts for accuracy. Meh. The first part, the listening part, may have merit (for me); this last part does not convince me.
I tried this out today with my Spanish 1 class. I wrote a paragraph in the first person using verbs that were familiar to the students where a guy describes himself, talking about his personality and what he does/likes to do, etc. I’m with you, Jody. Meh. They were engaged because they had a pencil in their hands but I really don’t know how to tell if what was happening was helpful for acquisition or any writing improvement. The first two classes I put them into pairs and had them compare their writing before I put the paragraph up on the board. In my final class we read the actual paragraph together before they made any corrections to their work. I think that worked better only because it took up less time and I don’t think the previous class got anything out of comparing with a classmate. They just got a few minutes to talk about whatever. I think I will try it one more time after an actual story to review that information and see if their free-writes look any better.
How about a dictogloss as a listening exam? They listen 3xs to you read the story, then, they sum up as much as they can in ENGLISH. I’d think this would be a good test for meaning, rather than form.
What would a rubric for grading look like? Counting number of correct statements, including main idea?
How about after listening they fill out a story element graphic organizer in English/L1 (characters, setting, problem, events, resolution).
You could even do practice dictogloss. Have them summarize the first time. Then read the second time and they start from the beginning again and summarize. Then 3rd time. It’s like embedded dictogloss. This might be too much English writing but just an idea.