Exploring,on,Classification,of,Dictation on behalf of
时间：2019-02-04 05:43:32 来源：千叶帆 本文已影响人
Abstracts: Dictation, as a means of language proficiency test, has been widely recognized, and its role in teaching is an important subject of empirical research, so it is necessary to explore classification of dictation. However, the previous classification has no uniform standard, lack of integrality. This paper generalized the scattered categories from the four dimensions of language unit, genre, dictation process and auxiliary means, in hope to improve dictation theory, optimize dictation teaching and self-access training.
Key words: dictation; classification of dictation; dictation training
Introduction
Dictation，as a testing method, has confirmed to be reliable and valid by many researchers. In order to complete dictation theory and avoid single form of dictation teaching, many domestic and foreign scholars also have conducted in-depth study on the classification of dictation. But they do not have a uniform standard to classify these dictations systematically. So, according to the previous categories, the author generalized all dictation types under the four dimensions of language unit, genre, dictating procedure and auxiliary means. Of course, the generalization is also not perfect, which requires continuous improvement.
Literature review
Classification of dictation has a theoretical significance on the dictation teaching, which have been discussed by many scholars, such as Michal Rost, Arthur Hughes, Liu Runqing, Zhang Yanlietc. Their different views are elaborated as follows.
Liu Runqing believes, there are four dictation types: standard dictation, partial dictation, dictation with interfering noise, dictation & composition etc. Zou Shen holds that according to the way of dictation, it can be divided into the following four types: standard dictation, spot dictation, partial dictation, correction dictation. Zhang Yanli adds a new kind---elicited imitation based on Liu Runqing" four types. Tian Xuejun hold the view that spelling is generally divided into standard dictation and partial dictation or spot dictation. Other scholars propose sentence dictation, passage dictation, network dictation, and dictogloss by Wajnryb and Ruth.
Classification of Dictation
1. Categories Based on Language Unit
Words Dictation and Phrases Diction. They are the single exercise of micro skills, including the words spelling, basic phonetic knowledge, etc., which is widely used in all level classes.
Sentence Dictation and Passage Dictation. As the name suggests, they are the kind of dictating one or more meaning group. Passage dictation actually is extent of sentence dictation. When taking such dictation, students can focus on the key points and some clues for prediction. For example, when heard the sentence of "on the hand…" or "in the first place…", the later would must be "on the other hand…"or "in the second place…"etc.
2. Categories Based on Genre
From different genre of dictation material, dictation can be classified into song dictation, poem dictation, conversation dictation, joke dictation, news dictation, etc. The dictation with rich genre allows students to experience the linguistic charms, thereby increasing their interest in learning English.
3. Categories Based on Dictating Procedure
Standard dictation, partial dictation. Standard dictation is the most common type. Its text usually plays or reads three times. Valette introduced the following technique in using standards dictation.
Firstly, the whole passage is read at normal speed, the students are told not to write, just to listen carefully. Then the passage is read a phrase at a time, with pauses during which the students write down what they have heard. At this time, the teacher may read each phrase either once or twice. As long as he is consistent… finally, the entire passage is read again at normal speed, and the students are given a few minutes for final revision. (p.140)
Partial dictation is also called "spot dictation", similar to standard dictation except that the students are given a written version of the text (along with the spoken version) in which the written passage has certain parts left out. The students listen to aural material and fill the blanks.
The Variation of Dictation
The kind of dictation is characterized by combining dictation with other language skills, such as dictogloss, fast-speed dictation, pause and paraphrase, error identification, and jigsaw dictation.
Dictogloss:
Fast-speed Dictation: the teacher reads a passage at a natural speed, with assimilations, etc. the students can ask for multiple repetitions of any part of the passage, but the teacher will not slow down her reading of the passage. This activity focuses students" attention on features of "fast speech".
Pause and Paraphrase: the teacher reads a passage and pauses periodically for the students to write paraphrases, not the exact words used. (Indeed, students to write paraphrases, not the exact words they heard.) This activity focuses students on "vocabulary flexibility", saying things in different ways,and in focusing on meaning as they listen.
Error Identification: the teacher provides a fully transcribed passage, but with several errors. The students listen and identify (and correct) the errors. This activity focuses attention on detail: the error may be grammatical or semantic.
4. Categories Based on Auxiliary Means.
Oral Dictation. This is the simple and easy form of dictation. When aural material is presented, the teacher needs no aids, just reading material.
Multimedia-assistant Dictation. Teacher takes use of tape recorder, projector or multimedia classroom in school to do dictation exercises. When dictation is taken in multimedia classroom, teacher can choose some related episode to play and let students write. The combination of audio and picture can benefit students understand better and attract their interests.
Conclusion
Whether a teaching method is effective depends on its specific implementation process. In class, the use of diverse dictation categories can not only mobilize students" learning interest, but also allow them to accumulate a variety of dictation forms for independent learning after school, enhancing their self-learning ability. For teachers, understanding multi-dimensional categories of dictation helps to design different teaching programs, present a wealth of dictation input for students to optimize college English class. Therefore, it is necessary and meaningful to study and discuss the classification of dictation.
References:
[1]Rost, Teaching and Researching Listening [M]. Edinburgh: Pearson Education Limited, 2002.
[2]Valette,R.M. Modern Language Testing, A Handbook[M]. New York: Harcourt Brace & World, 1967.
[3]陈平利.英语听写分类探究[J].湖北师范学院学报(哲学社会科学版),2009.4.
[4]范艳林．交际语言测试理论与大学英语听力测试[J]．外语教学与研究，2008，(2).
