Tuesday, January 15, 2013
By Tamara Jones
EAL Instructor, British School of Brussels
Dictations as the Wide Collars of Language Teaching?
I was recently chatting with a colleague about the disappearance of certain “old-fashioned” activities from the language learning classroom. Often, we are so swept up in encouraging communication that we forgo lessons that promote competency. One of the babies that long ago seemed to get thrown out with the grammar translation bath water is doing dictations. For years and years, maybe even as long as I have been teaching, it has been considered very uncool to subject students to the painful task of writing something verbatim. After all, it’s not a real-life communicative task. We very rarely find ourselves writing stories exactly as someone tells them, do we? So, why make our students do it?
The Redeeming Qualities of Dictations
Well, as it turns out, there are some very good reasons to include dictations in our language teaching repertoire. They can offer effective practice for decoding the sounds of English. Dictations can “reinforce the correlation between the spelling system and the sound system of a language.” (Alkire, 2002) They can also help students identify grammatical and pronunciation features, as “dictation activities where students compare their version of the text to the original can increase their ability to notice aspects of the language which are sometimes overlooked, as well as mistakes which they commonly make.” (Lightfoot, 2005) Finally, for the overworked teacher, dictations can provide a quick, useful lesson that requires just a little preparation, a benefit which, in today’s hectic working world, cannot be underestimated. Clearly, there are many pedagogically sound reasons to include dictations into our lessons.
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