Disadvantages Of Dictation
Does dictation truly enter your mind boring, uncommunicative and age-old connotation? Dictation has come as a teaching aid in the second language learning for so long. Whereas language could be defined as a chain of sounds, dictation would assess how well this sound chain is grasped (Fisher, 2001). Dictation has been considered as a clear indication of overall language competency as though methodologists put a real value on it. “The dictation by itself could be substituted for the total” (Oller & Streiff, 1975, p. 32). Furthermore, this learning device has been also appreciated for the pedagogical advantages by Jones as cited by Sawyer and Silver (1961). In dictation, we have a perfect combination of faculties and functions. There is the accurate …show more content…
It is mistakenly neglected as a relic of the Grammar-Translation method, obsolete teaching strategy, and tedious repetitive classroom activity. In fact, this is a complete misunderstanding about dictation and misused of (Kidd, 1992). What we need now is a change of focus. Then, the article intends to reintroduce dictation as a timeless, flexible, and interesting teaching device; it is a collaborative learning effort that brings about creativity and self-expression within EFL/ESL learners (Fisher). The research paper focuses practically on some new types of dictation which are Word Ladders, Grammar Dictation, and Visual Dictation, are concisely explained in order. It is a great wish that it aids both teachers and learners with the foreign/second language …show more content…
The task-based technique is known as ‘the dictogloss procedure’ or ‘dictogloss’ in the areas it is extensively used. It seems that it recalls traditional dictation at first, however, both procedures and goals are quite distinct. In Allen Maley’s opinion (1990), series editor of the Oxford ‘Resource Books for Teachers’, Dictogloss asks learners “to reconstruct a dictated text so as to capture as much as possible of its information content in as accurate and acceptable a linguistic form as possible” (Wajnryb, 1995, p. 3). The learner-centered approach is remarkably unique for acceptance of seeming opposites such as the need for communicative learning and the regard for grammar provided in context concentrating on some specific language points in each
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