The Language Teacher
July 2001

The Interactive Dictation

P. Charles Brown

Ibaraki University

QUICK GUIDE

Key Words: Four Skills, Dictation, Negotiating Meaning, Collaborative Learning
Learner English Level: Low Intermediate and up
Learner Maturity Level: Senior High School to University
Preparation Time: Minimal time outside of collecting dictation texts
Activity Time: About two 90-minute class sessions

The dictation as a teaching technique has always been associated with a "traditional approach" to language teaching and has lost its luster as a viable technique by teachers professing to use a more "contemporary approach" to language teaching (Wajnryb, 1993). I posit that very few language teachers today would admit that the dictation is an acceptable technique used in communicative language teaching. However, with a little imagination and manipulation of the basic steps involved in doing a traditional dictation, one could render this much maligned activity into a communicative, collaborative, and self-directed activity in keeping with the fundamental principles expressed in the literature on Communicative Language Teaching/Learning (Brown, 1994).

Underlying principles of dictation in the contemporary approach

There are a number of principles involved in doing interactive dictation that not only respect the fundamental precepts of the communicative approach (Littlewood, 1981) but also integrate the principles underlying cooperative/collaborative learning (Kessler, 1992), interactive learning (Shoemaker & Shoemaker, 1991), and self-directed learning (Oxford, 1990) in ESL/EFL. The most important of these is that the dictation is student centered/controlled in that the learners decide how the message is going to be interpreted. Secondly, the emphasis is on the message/meaning first rather than the form. Thirdly, the task is realistic and meaningful as the students must negotiate before arriving at a consensus, thus utilizing language as a means of communication in a natural way. Finally, students learn to function collaboratively in accepting and sharing each other's suggestions in order to accomplish the task in a non-threatening way.

Steps involved in interactive dictation

There are a number of steps and variations involved in this kind of activity depending on the level of difficulty one wants to focus on. However, there are steps that should never be skimmed over and these are mentioned below.

Step 1: In the warm-up, the teacher should introduce the topic and then get the students to express their prior knowledge of the subject by using a brainstorming, questioning, or discussion technique. Writing this information on the chalkboard allows the students to notice the wealth of information they have collectively. This prepares the students for the information they will hear, which in some cases may be similar to or an extension of what they already know. Leave the information on the chalkboard until Step 3.

Step 2: Pairs or groups of three are formed and the teacher reads the text one sentence at a time at natural speed. The students listen, then negotiate what is to be written. At this time, one sheet of paper is enough between the partners as they take turns writing down the message.

Step 3: When the dictation is finished, the teacher asks a student from each group to read what they have written for a particular sentence, and the other groups vote on whether the essence of the message is the same. The information is written on the chalkboard by the teacher or by the student(s). Continue until all the sentences have been accepted. Leave the information on the chalkboard until Step 5.

Step 4: At this stage, the students are asked to do peer editing of their own written work for accuracy.

Step 5: The students are given a modified version of the text read by the teacher. The modified version consists of two or three simple sentences that once combined will generate word-for-word each sentence or idea that was read by the teacher.

Step 6: The students are asked to compare their original written version with the sentence-combination version for spelling and sentence structure.

Variations: In Step 2, teachers can read the sentences in random order. If this is done, then in Step 3, after the sentences have been written on the chalkboard, the students are asked to order the sentences to produce a well-ordered or sequenced text. Of course, it follows that in Step 5 the information will also be presented in random order.

There are variations and modifications that can be applied to this kind of activity to either decrease and/or increase the level of difficulty of the tasks involved. It should be noted however, that the interactive dictation integrates the four major language skills -- listening, speaking, reading, and writing -- while dealing with grammar in context.

The sample is a modified version of the text given to the students (Step 5). The teacher need only read the combined version (i.e. a + b +..., etc.) in Step 2.

If you want to deal with grammar using this text for context, you may want to draw the students' attention to the passive versus active voice construction or you may draw their attention to the time reference markers such as on, in, at, then, after, etc.

Closing remarks

This activity integrates the four skills of listening, speaking, reading, writing, and grammar. It also promotes communication, collaboration, interaction, and self-directedness on the part of the students. A further important feature is that the students are responsible for and can monitor their own learning. Last but not least, it is a teaching tool, not a testing tool, which means no marking/grading is necessary on the part of the teacher.

References

Brown, H.D. (1994). Principles of language learning and teaching. Englewood Cliffs, NJ: Prentice Hall Regents.

Kessler, C. (Ed.). (1992). Cooperative language learning: A teacher's resource book. Englewood Cliffs, NJ: Prentice Hall Regents.

Littlewood, W. (1981). Communicative language teaching. Cambridge, UK: Cambridge University Press.

Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle and Heinle.

Shoemaker, C.L. & Shoemaker, F.F. (1991). Interactive techniques for the ESL classroom. Boston, MA: Heinle and Heinle.

Wajnryb, R. (1993). Grammar dictation. Oxford, UK: Oxford University Press.

 Sample material:
 Modified version Read version
 

The Birth of the Olympic Games

1. a. The first Olympic games were probably held by the Greeks in 776 B.C.

b. They were held by the Greeks.

The first Olympic Games were probably held in 776 B.C.

2. a. The games were dedicated to Zeus.

b. They were dedicated by the athletes.

The games were dedicated to Zeus by the athletes.

3. a. Zeus was worshipped at Olympia.

b. He was the most powerful Greek god.

c. The first games were held there.

d. The games were held by the Greek leaders.

Note: Use where before 3c; omit there in 3c.

Zeus, the most powerful Greek god, was worshipped at Olympia where the first games were held by the Greek leaders.

4. a. After the games, the winners were welcomed as heroes.

b. They were welcomed by their cities.

After the games, the winners were welcomed by their cities as heroes.

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