Listening
Using online dictation/recordings to assess/improve vocabulary, aural skills and grammar structures

Learning context       

Dictations can be an effective and interesting means of assessing student understanding and knowledge of vocabulary and grammar. By simply listening to an audio file and typing/writing what is heard the student is synchronously working on their aural comprehension skills as well as spelling, grammar and vocabulary. Montalvan writes that “as students develop their aural comprehension of meaning and also of the relationship among segments of language, they are learning grammar.” (1991) (Iteslj.org, 2017) While Frodesen argues that dictation can be “an effective way to address grammatical errors in writing that may be the result of erroneous aural perception…. Dictation can help students to diagnose and correct these kinds of errors as well as others.” (1990) (Iteslj.org, 2017) From this perspective, dictation exercises are a valuable self-assessment tool allowing students to assess the gaps in their own knowledge if they are unable to reproduce what they hear without errors.

 

Learning Outcomes students will be able to:

  • Recognise gap in their own understanding of grammar topics and vocabulary
  • Assess their aural comprehension

 

Technology required

Internet-enabled student computers or mobile devices. Voice recording software such as Audioboom (see related activity) if the teacher creates own recordings.

 

Instructions/Guidelines     

In preparation for the activity teacher /class should have explored vocabulary and grammar topics found in the audio clip. Teachers can use audio files found on the internet or create their own recordings.

If you have prepared your own audio file it should contain 3 recordings:

  1. The paragraph read through at a normal pace for the student to get a feel for meaning and context
  2. A second recording at a slower pace to allow for transcribing. Punctuation should be called out and a pause after each phrase
  3. A final time at a reasonable pace for the students to check for errors

If the file is a recording taken from an online source the students should be instructed to play the files for the first and final time straight through, the second time listening with pauses. Most dictation websites have two recordings; normal pace and slowed down for transcription.

Once the exercise is complete the students should be given the source material for self-correction or alternatively the teacher can correct for assessment purposes. This is also very useful exercise to help the teacher to isolate commonly made errors.

Example of English dictation website

 

Reflection

Once the activity has been completed a review of the errors should act as a source of reflection for the students and indicators of gaps in their understanding of grammar rules and/or range of vocabulary.

 

Suggestions for assessment    

Can be used for in or out of class continuous assessment.

 

Bibliography

Iteslj.org. (2017). Alkire – Dictation as a Language Learning Device (TESL/TEFL). [online] Available at: http://iteslj.org/Techniques/Alkire-Dictation.html [Accessed 6 Jun. 2017].


<strong>Learning context        </strong>Dictations can be an effective and interesting means of assessing student understanding and knowledge of vocabulary and grammar. By simply listening to an audio file and typing/writing what is heard the student is synchronously working on their aural comprehension skills as well as spelling, grammar and vocabulary. Montalvan writes that “as students develop their aural comprehension of meaning and also of the relationship among segments of language, they are learning grammar.” (1991) (Iteslj.org, 2017) While Frodesen argues that dictation can be “an effective way to address grammatical errors in writing that may be the result of erroneous aural perception…. Dictation can help students to diagnose and correct these kinds of errors as well as others.” (1990) (Iteslj.org, 2017) From this perspective, dictation exercises are a valuable self-assessment tool allowing students to assess the gaps in their own knowledge if they are unable to reproduce what they hear without errors.<br /><strong>Learning Outcomes students will be able to:</strong><li>Recognise gap in their own understanding of grammar topics and vocabulary</li><li>Assess their aural comprehension</li>
<br /><strong>Technology required</strong>Internet-enabled student computers or mobile devices. Voice recording software such as Audioboom (see related activity) if the teacher creates own recordings.<br /><strong>Instructions/Guidelines     </strong>In preparation for the activity teacher /class should have explored vocabulary and grammar topics found in the audio clip. Teachers can use audio files found on the internet or create their own recordings.If you have prepared your own audio file it should contain 3 recordings:<li>The paragraph read through at a normal pace for the student to get a feel for meaning and context</li><li>A second recording at a slower pace to allow for transcribing. Punctuation should be called out and a pause after each phrase</li><li>A final time at a reasonable pace for the students to check for errors</li>
If the file is a recording taken from an online source the students should be instructed to play the files for the first and final time straight through, the second time listening with pauses. Most dictation websites have two recordings; normal pace and slowed down for transcription.Once the exercise is complete the students should be given the source material for self-correction or alternatively the teacher can correct for assessment purposes. This is also very useful exercise to help the teacher to isolate commonly made errors.<a href=”https://www.learnenglish.de/dictationpage.html” target=”_blank” rel=”noopener noreferrer” data-mce-href=”https://www.learnenglish.de/dictationpage.html”>Example of English dictation website</a><br /><strong>Reflection</strong>Once the activity has been completed a review of the errors should act as a source of reflection for the students and indicators of gaps in their understanding of grammar rules and/or range of vocabulary.<br /><strong>Suggestions for assessment    </strong>Can be used for in or out of class continuous assessment.<br /><strong>Bibliography</strong>Iteslj.org. (2017). <em>Alkire – Dictation as a Language Learning Device (TESL/TEFL)</em>. [online] Available at: http://iteslj.org/Techniques/Alkire-Dictation.html [Accessed 6 Jun. 2017].

<strong>Learning context        </strong>Dictations can be an effective and interesting means of assessing student understanding and knowledge of vocabulary and grammar. By simply listening to an audio file and typing/writing what is heard the student is synchronously working on their aural comprehension skills as well as spelling, grammar and vocabulary. Montalvan writes that “as students develop their aural comprehension of meaning and also of the relationship among segments of language, they are learning grammar.” (1991) (Iteslj.org, 2017) While Frodesen argues that dictation can be “an effective way to address grammatical errors in writing that may be the result of erroneous aural perception…. Dictation can help students to diagnose and correct these kinds of errors as well as others.” (1990) (Iteslj.org, 2017) From this perspective, dictation exercises are a valuable self-assessment tool allowing students to assess the gaps in their own knowledge if they are unable to reproduce what they hear without errors.<br /><strong>Learning Outcomes students will be able to:</strong><li>Recognise gap in their own understanding of grammar topics and vocabulary</li><li>Assess their aural comprehension</li>
<br /><strong>Technology required</strong>Internet-enabled student computers or mobile devices. Voice recording software such as Audioboom (see related activity) if the teacher creates own recordings.<br /><strong>Instructions/Guidelines     </strong>In preparation for the activity teacher /class should have explored vocabulary and grammar topics found in the audio clip. Teachers can use audio files found on the internet or create their own recordings.If you have prepared your own audio file it should contain 3 recordings:<li>The paragraph read through at a normal pace for the student to get a feel for meaning and context</li><li>A second recording at a slower pace to allow for transcribing. Punctuation should be called out and a pause after each phrase</li><li>A final time at a reasonable pace for the students to check for errors</li>
If the file is a recording taken from an online source the students should be instructed to play the files for the first and final time straight through, the second time listening with pauses. Most dictation websites have two recordings; normal pace and slowed down for transcription.Once the exercise is complete the students should be given the source material for self-correction or alternatively the teacher can correct for assessment purposes. This is also very useful exercise to help the teacher to isolate commonly made errors.<a href=”https://www.learnenglish.de/dictationpage.html” target=”_blank” rel=”noopener noreferrer” data-mce-href=”https://www.learnenglish.de/dictationpage.html”>Example of English dictation website</a><br /><strong>Reflection</strong>Once the activity has been completed a review of the errors should act as a source of reflection for the students and indicators of gaps in their understanding of grammar rules and/or range of vocabulary.<br /><strong>Suggestions for assessment    </strong>Can be used for in or out of class continuous assessment.<br /><strong>Bibliography</strong>Iteslj.org. (2017). <em>Alkire – Dictation as a Language Learning Device (TESL/TEFL)</em>. [online] Available at: http://iteslj.org/Techniques/Alkire-Dictation.html [Accessed 6 Jun. 2017].

<strong>Learning context        </strong>Dictations can be an effective and interesting means of assessing student understanding and knowledge of vocabulary and grammar. By simply listening to an audio file and typing/writing what is heard the student is synchronously working on their aural comprehension skills as well as spelling, grammar and vocabulary. Montalvan writes that “as students develop their aural comprehension of meaning and also of the relationship among segments of language, they are learning grammar.” (1991) (Iteslj.org, 2017) While Frodesen argues that dictation can be “an effective way to address grammatical errors in writing that may be the result of erroneous aural perception…. Dictation can help students to diagnose and correct these kinds of errors as well as others.” (1990) (Iteslj.org, 2017) From this perspective, dictation exercises are a valuable self-assessment tool allowing students to assess the gaps in their own knowledge if they are unable to reproduce what they hear without errors.<br /><strong>Learning Outcomes students will be able to:</strong><li>Recognise gap in their own understanding of grammar topics and vocabulary</li><li>Assess their aural comprehension</li>
<br /><strong>Technology required</strong>Internet-enabled student computers or mobile devices. Voice recording software such as Audioboom (see related activity) if the teacher creates own recordings.<br /><strong>Instructions/Guidelines     </strong>In preparation for the activity teacher /class should have explored vocabulary and grammar topics found in the audio clip. Teachers can use audio files found on the internet or create their own recordings.If you have prepared your own audio file it should contain 3 recordings:<li>The paragraph read through at a normal pace for the student to get a feel for meaning and context</li><li>A second recording at a slower pace to allow for transcribing. Punctuation should be called out and a pause after each phrase</li><li>A final time at a reasonable pace for the students to check for errors</li>
If the file is a recording taken from an online source the students should be instructed to play the files for the first and final time straight through, the second time listening with pauses. Most dictation websites have two recordings; normal pace and slowed down for transcription.Once the exercise is complete the students should be given the source material for self-correction or alternatively the teacher can correct for assessment purposes. This is also very useful exercise to help the teacher to isolate commonly made errors.<a href=”https://www.learnenglish.de/dictationpage.html” target=”_blank” rel=”noopener noreferrer” data-mce-href=”https://www.learnenglish.de/dictationpage.html”>Example of English dictation website</a><br /><strong>Reflection</strong>Once the activity has been completed a review of the errors should act as a source of reflection for the students and indicators of gaps in their understanding of grammar rules and/or range of vocabulary.<br /><strong>Suggestions for assessment    </strong>Can be used for in or out of class continuous assessment.<br /><strong>Bibliography</strong>Iteslj.org. (2017). <em>Alkire – Dictation as a Language Learning Device (TESL/TEFL)</em>. [online] Available at: http://iteslj.org/Techniques/Alkire-Dictation.html [Accessed 6 Jun. 2017].