The Effects of Dictogloss on English Language Skills and Learning Satisfactions at a University Level
1
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
This study explores the effectiveness of dictogloss activity in developing learners’ language competence and their learning satisfaction. In this study, 39 students participated in dictogloss tasks including listening, constructing sentences, and negotiating opinions. In order to produce the outcomes, learners were required to exchange their feedback with other peers throughout the activity. A pre-test and post-test of listening was administered to the group during the study. The group was surveyed regarding both the effectiveness of dictogloss and their impressions of the dictogloss intervention. Through this activity, this study showed the positive results both in language competence and learning attitude. Especially, students presented an improvement in listening as well as other linguistic capacities. As possible reasons for the improvement, it was found that there might be directly related practices in dictogloss such as speed differences, language input, collaborative work, shadowing activity, and recording task. In terms of learners’ learning strategies, students expressed the effect of dictogloss on reflecting their weaknesses, monitoring comprehension, practicing speaking and writing practice and collaborations during the activity. This result implies that dictogloss activity can be implemented in not only fostering learners’ language competence but formulating learning habits with the help of instructors.
Abstract
This study explores the effectiveness of dictogloss activity in developing learners’ language competence and their learning satisfaction. In this study, 39 students participated in dictogloss tasks including listening, constructing sentences, and negotiating opinions. In order to produce the outcomes, learners were required to exchange their feedback with other peers throughout the activity. A pre-test and post-test of listening was administered to the group during the study. The group was surveyed regarding both the effectiveness of dictogloss and their impressions of the dictogloss intervention. Through this activity, this study showed the positive results both in language competence and learning attitude. Especially, students presented an improvement in listening as well as other linguistic capacities. As possible reasons for the improvement, it was found that there might be directly related practices in dictogloss such as speed differences, language input, collaborative work, shadowing activity, and recording task. In terms of learners’ learning strategies, students expressed the effect of dictogloss on reflecting their weaknesses, monitoring comprehension, practicing speaking and writing practice and collaborations during the activity. This result implies that dictogloss activity can be implemented in not only fostering learners’ language competence but formulating learning habits with the help of instructors.
참고문헌 (31)
- Brown, P., "Interactive dictation", Paper presented at the annual conference of the Japan Association for Language Teaching (2001)
- Choi, Y. J., "Effects of dictogloss on elementary school students’ English negative form", 석사, pp.2011
- 최지연, "딕토글로스(dictogloss)를 통한 초등 6학년 학습자의 의문문 습득 양상", 초등영어교육, 17(2), pp.107~126 (2011), 한국초등영어교육학회
- Farley, A., "Processing instruction: Theory, research, and commentary", pp.143~168 (2004), Lawrence Erlbaum
- García Mayo, M. P., "The effectiveness of two form-focused tasks in advanced EFL pedagogy", International Journal of Applied Linguistics, 12, pp.156~175 (2002)
- Gass, S., "Integrating research areas: A framework for second language studies", Applied Linguistics, 9, pp.198~217 (1988)
- Izumi, S., "Comprehension and production processes in second language learning: In search of the psycholinguistic rationale of the output hypothesis", Applied Linguistics, 24, pp.168~196 (2003)
- Jacobs, G. M., "Combining dictogloss and cooperative learning to promote language learning", The Reading Matrix, 3(1) (2003)
- Johnson, D. W., "Cooperation and competition: Theory and research" (1989), Interaction Book
- 강동호, "The Differential Effects of Focus-on-form Instructions on EFL Learners` Grammar Learning.", 영어교육연구, 16(1), pp.29~54 (2004), 팬코리아영어교육학회
- 강동호, "The Immediate vs. Delayed (Memory) Effects of Focus-on-form on Grammatical Competence in Context of CMC", 영어교육연구, 17(3), pp.1~21 (2005), 팬코리아영어교육학회
- 김효영, "영어 초분절음 교육에서의 영화 활용: 영화 10일 안에 남자 친구에게 차이는 법을 중심으로", 영상영어교육(STEM Journal), 12(2), pp.95~115 (2011), 영상영어교육학회
- Long, M., "Does second language instruction make a difference? A review of research", TESOL Quarterly, 17(3), pp.359~382 (1983)
- Long, M., "Focus on form in classroom second language acquisition", pp.15~41 (1998), Cambridge University Press
- Long, M., "Foreign language research in cross-cultural perspective", pp.39~52 (1991), John Benjamins
- Min, C. K., "The effect of grouping methods on the elementary English education", Journal of the Korea English Education Society, 9(1), pp.53~76 (2002)
- Nabei, T., "Dictogloss: Is it an effective language learning task?", Working Papers in Educational Linguistics, 12(1), pp.59~74 (1996)
- Nunan, D., "The learner-centered curriculum" (1988), Cambridge University Press
- 박정주, "중학교 영어 문법 수업에서 Dictogloss의 효과에 관한 연구", Foreign Languages Education, 16(1), pp.147~171 (2009), 한국외국어교육학회
- Pimsleur, P., "Speech rate and listening comprehension: Viewpoints on English as a second language" (1977), Regents
- 유도형, "말하기, 쓰기 선출력(output-first) 활동의 영어교육현장 실효성 연구", 영상영어교육(STEM Journal), 15(1), pp.155~174 (2014), 영상영어교육학회
- Schmidt, R., "Talking to learn", pp.237~326 (1986), Newbury House
- Storch, N., "Relationships formed in dyadic interaction and opportunity for learning", International Journal of Educational Research, 37, pp.305~322 (2002)
- 성승은, "Using TED in the Undergraduate Interpreting Classroom to Enhance Listening Competence", 영상영어교육(STEM Journal), 15(1), pp.219~236 (2014), 영상영어교육학회
- Swain, M., "Integrating language and content teaching through collaborative tasks", The Canadian Modern Language Review, 8(1), pp.44~62 (2001)
- Vasiljevic, Z., "Dictogloss as an interactive method of teaching listening", English Language Teaching, 3(1), pp.41~52 (2010)
- Wajnryb, R., "Grammar dictation" (1990), Oxford University Press
- Wajnryb, R., "Teacher’s perceptions of mitigation in supervisory discourse: A report of a pilot study", South Pacific Journal of Teacher Education, 23(1), pp.71~82 (1995)
- 앤드류화이트, "The Effectiveness of Repeating Dictogloss in Promoting New Vocabulary Noticing", 영어교육, 66(1), pp.65~90 (2011), 한국영어교육학회
- KyungheeYeo, "The Effects of Dictogloss:A Technique of ‘Focus on Form", 영어교육, 57(1), pp.149~167 (2002), 한국영어교육학회
- Zigmond, N., "Full inclusion inclusion for students with learning disabilities: Too much of a good thing?", Theory into Practice, 35(1), pp.26~34 (1996)