Dictogloss

In dictogloss, learners work in cooperative groups to recreate a text that has either been read aloud to the class by the teacher or presented as an audio recording.

What is the purpose of dictogloss?

• 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.

How to carry our dictogloss

Find a suitable text. This is usually a text that is short and cohesive. In length, it should be normally no more than about 360 words [approximately three minutes delivery time], although this does depend on the lexical and syntactic complexity of the text and the level of the learners.

• Explanation of the procedures of the dictogloss and practice in noting key words (first time only).
• Discussion of the content to evoke schemas.

1. Divide the learners into small groups of three or four.
2. A short text is read to students at normal speed.
3. Ask the learners to write down the key words and lexical items that they hear as the text is read aloud. Ideally, learners only hear the text once, but teachers may find that they need to read the text more than once with some learners [particularly when the technique is new to them].
4. Working in small groups, the students pool their notes and attempt to reconstruct a version of the text from their shared resources that contains the main ideas of the text and approximates the generic staging and language choices of the passage.
5. Require the groups to proof read and edit their texts before presenting them to the class either in oral or written form.
6. Require the groups to compare their texts with the original text in order to justify the differences between them.

Alternatively:

• have students write their version of the text on the board. If for example, students are working in four groups, divide the board into four columns and ask one student from each group to enter her version of the text down one column. This allows the students and teacher to draw on all four versions to decide on the best final text.
• Alternatively OHTs can be used (one per group). It is useful for the teacher to prepare for this phase of the lesson by considering the most important language features of the text, so as to be prepared to focus on them with the students.

How can dictogloss be adapted?

• Learners may be given the title of a topic and asked to predict the keywords and lexical items.
• Some [or all] of the cooperative groups may be given copies of some [or all] of the key words and lexical items before the text is read aloud.
• The groups may be asked to work out appropriate definitions of the target key words and lexical items.

How can dictogloss be used to evaluate learners?

Teachers and learners can collate information about each learner’s ability to:

• Recognize key words in a piece of extended prose.
• Retell or provide word meanings and definitions.
• Use effective speaking and listening skills.
• Work cooperatively and share information with a group or whole class.
• Create a written retelling and compare it with its original text.
• Extend proofreading and editing skills.

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