The Applicability of Dictogloss to a Listening Lesson at an EFL University Context
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참고문헌
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초록
This small-scale study aimed to explore the applicability of dictogloss as a method for listening practice to enhance the effect of teaching listening and promote students’ listening comprehension in an EFL listening lesson. To this end, this study implemented the dictogloss task in a university general English listening class with 22 Korean-speaking EFL university students in Korea. The students carried out the dictogloss task following the five steps of preparation, listening, reconstruction, comparative analysis, and wrap-up over five lessons. The students’ reconstructions were examined to identify whether students could notice and correct their listening problems during the dictogloss task. The pretest and the posttest assessed whether students’ listening comprehension tests scores could show any applicability of dictogloss to a listening lesson. A questionnaire survey was administered to examine how students felt about the dictogloss task. As a result, students diagnosed and corrected their listening problems during the dictogloss task. Students’ scores of listening comprehension tests showed a chance of using dictogloss for listening practice. The survey result showed students found the dictogloss task helpful for their listening comprehension improvement. The result of this study suggested some thoughts for learning and teaching listening.
Abstract
This small-scale study aimed to explore the applicability of dictogloss as a method for listening practice to enhance the effect of teaching listening and promote students’ listening comprehension in an EFL listening lesson. To this end, this study implemented the dictogloss task in a university general English listening class with 22 Korean-speaking EFL university students in Korea. The students carried out the dictogloss task following the five steps of preparation, listening, reconstruction, comparative analysis, and wrap-up over five lessons. The students’ reconstructions were examined to identify whether students could notice and correct their listening problems during the dictogloss task. The pretest and the posttest assessed whether students’ listening comprehension tests scores could show any applicability of dictogloss to a listening lesson. A questionnaire survey was administered to examine how students felt about the dictogloss task. As a result, students diagnosed and corrected their listening problems during the dictogloss task. Students’ scores of listening comprehension tests showed a chance of using dictogloss for listening practice. The survey result showed students found the dictogloss task helpful for their listening comprehension improvement. The result of this study suggested some thoughts for learning and teaching listening.
참고문헌 (33)
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