Dictoglos
Strategy in Listening
What
is Dictoglos?
Dictogloss is an after reading
strategy that helps student to improve listening comprehension. The students
listen to a text, take notes, and share notes in small groups. It can be
briefly summarized that as a dictation of the text where the students record as
many words or phrases as possible and in a small group and try to reconstruct
the text (Ellis, 2003). Jacobs (2003) sets out a reason for advocating the use
of dictogloss: it is because it involves not only students’ attention to form
but also to all four language skills (i.e. listening, speaking, reading and
writing). He also notes that dictogloss encourages learner autonomy,
cooperation among learners, curricular integration, focus on meaning,
diversity, thinking skills, alternative assessment techniques and involves
teachers as co-learners.
Learners’ Autonomy.
The
dictogloss procedure promotes learners’ autonomy. Students are expected to help
each other recreate the text rather than depend on the teacher to provide the
information. The analysis and correction stage enables the students to see
where they have done well and where they need to improve. (Vasiljevic, 2010:
45-46). Ways to add other dimensions of learner autonomy to dictogloss are
students:
a. asking
for a pause in the dictation (Variation B)
b. choosing
the topics of the texts, selecting the texts themselves, and taking the
teacher’s place to read the text (Variation C)
c. elaborating
on the text (Variation F)
d. Giving
their opinions about the ideas in the text (Variation G).
