The Language Teacher
November 2003

Communicative Dictation!

Joy Williams

Keiwa College, Niigata

<joy@keiwa-c.ac.jp>

QUICK GUIDE

Key Words: Developing communication strategies in a dictation exercise.
Learner English Level: Beginner to low intermediate
Learner Maturity Level: High school or university
Preparation Time: Minimal
Activity Time: 5-15 minutes (flexible)
Materials: Chalkboard or whiteboard; paper and writing implements for students; 5-15 sentences (depending on time), selected from the text being used in the class. The sentences should not be too short and could be taken from a lesson recently covered in class.

Introduction

Like many teachers, I usually begin a course by introducing useful classroom English, such as: Could you say that again? Please speak more slowly and I don't understand with the expectation that students will use these expressions during class. I often prepare name cards for my students and on the back of these folded cards I have students write these phrases so that they are in easy view throughout the lesson. Even with these prompts handy, it is sometimes hard to get students to use the phrases readily and for them to really understand how useful these phrases can be. By doing this activity, students actively use these expressions in a fun and meaningful way and become aware of how effective these phrases are in a real context.

This is a practical activity for those extra 5 to 10 minutes at the end of class when a planned lesson has progressed a little faster than you expected and you are wondering what to do to fill the class time. It's also a good activity to do toward the beginning of a course because it gives the students a real example of how communication strategies actually work, and then they can use these strategies in other class situations during the rest of the course. In this kind of dictation test students seem to take a more active role in the process of learning. This approach to learning may be very different from the English class experiences they have had in the past.

Procedure

Step 1: Tell students that you are giving them a quick dictation quiz or test. (Notice the groans and the anxious looks of panic!) Hand out paper to students and ask them to write their names and the numbers 1-10 on the paper in a column. Then tell students to write the sentences that you dictate on the paper. Make sure to mention that you will be collecting the papers at the end of the test.

Step 2: Begin by saying, "Number 1" and read the first sentence. It is important to say the sentence quickly, without careful pronunciation. The sentence should be almost unintelligible to most of the students. (Notice the confused, worried expressions on their faces.)

Step 3: Remind students about what they could say if they can't catch what a person has said. Elicit possible phrases from the students and write them on the board. Tell students that in this dictation test they are allowed, and expected, to raise their hands and ask for repetition or slower reading.

Step 4: Read the first sentence again, at the same fast speed. Quickly it will dawn on the students that they just have to ask, and they can do well on this test. (Notice the light bulbs turning on.) Soon students will get the idea, start raising their hands, and saying Could you say that again or I couldn't catch what you said, or Please speak more slowly as needed. (My students even began asking How do you spell ___?) Comply with the different student requests after each dictation sentence, and then continue with the rest of the dictation sentences in this manner. Students seem to relax, start having fun, and feel relieved that this test is not so intimidating. Of course, the quieter students, who don't manage to raise their hands, also benefit from hearing the repetition, slower speed, and the spelling.

Step 5: Collect the papers and grade them so they can be returned in the next class. Naturally, there are not many errors to correct, but you can write friendly comments—especially for the students who had the courage to raise their hands—or you can just stamp the papers to show that you've looked at them.

Students quickly become used to this non-threatening test and gain a good sense of accomplishment because not only do they do well on the dictation, but they are also in control of the pace, have interaction with the instructor, and get a real sense of what communication is all about as well. Interestingly enough, in my classes, while some of the more serious students were too shy or self-conscious, it was the less studious students—students who perhaps not had much success with English in past experiences—who unabashedly raised their hands to get things repeated. By praising them and encouraging this interaction, these students became more confident, active class participants, which impacted on their attitudes throughout the rest of the course.

NOTE: The first time I do this kind of dictation with students, I write the useful phrases on the board. However, when I do this dictation test again, having the sentences on the board is no longer necessary, and students remember what to say when they need something repeated. I have found that this is also a subtle but effective way to quickly reinforce any new phrases or vocabulary that had been introduced in a previous text lesson.