FORMATION OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF STUDENTS OF NON-LINGUISTICS HIGHER EDUCATIONAL INSTITUTIONS BY THE METHOD OF INNOVATIVE DICTATIONS

Authors

  • Natalia Baranenkova Ph.D., Associate Professor, Associate Professor of the Department of Foreign Languages for Specific Purposes, Chernihiv National University of Technology
  • Natalia Lashuk teacher Department of Foreign Languages for Specific Purposes, Chernihiv National University of Technology

DOI:

https://doi.org/10.28925/2312-5829.2019.1-2.104114

Keywords:

cooperative learning, diversification, dictogloss, ESP, grammar dictation, group work, innovative dictation, interactive technologies, language autonomy, principle

Abstract

The article deals with the issue of the effectiveness of using dictogloss as a way of enhancing communicative speech activity, critical thinking and creative potential of students of non-language higher educational institutions in ESP classes. The key stages of the traditional dictogloss are considered: 1) preparation; 2) dictation; 3) reproduction; 4) analysis and reflection, comparing texts created by subgroups with the original or with texts of other subgroups. The main principles (such as the principle of cooperation training and the use of interactive technologies, the principle of the curriculum and the educational process connection, the principle of diversification, the principle of the development of mental, mnemic and perceptual processes, the principle of emotionality, the principle of systematicity and consistency) aimed at ensuring the outcomes and effectiveness of innovation dictations and the ways of their implementation are outlined. The main modified versions of the dictogloss are analyzed and recommendations for their preparation in ESP classes are provided: dictogloss-negotiations, «student-control» dictogloss, student-student mode, «Summary» dictogloss, «Express your own opinion», «Reodering dictogloss», «Add details», «Picture» dictogloss. Dictogloss is determined to be an effective activity for teaching ESP, since it can be applied to different levels of foreign language proficiency and adapted for any specialism. The advantages of the dictogloss are emphasized: it can be used to represent a new topic, to revise and practice vocabulary or grammar material; it does not require more time for preparation than other types of activity; the teacher can change the forms of dictations, adding a competitive element or element of the gamification; it can become a source of motivation for learning a foreign language and a way of diversifying pedagogical techniques and technologies.

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References

Iwanaka, T. (2013). Improving Listening Skills and Motivation to Learn English through Dictogloss. Journal of Higher Education and Research, 10, 37–51.

Jacobs, G. (2003). Combining dictogloss and cooperative learning to promote language learning. The Reading Matrix, Vol. 3, №1 (April), 1–15.

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Shak, J. (2006). Children using dictogloss to focus on form. Reflections on English Language Teaching, Vol. 5, № 2, 47–62.

Stockwell, M. A. (2010). Literature Review: The Theoretical Underpinning of Dictogloss. Journal of Sugiyama Jogakuen University. Humanities, 41, 109–119.

Sullivan, J., & Caplan, N. (2004). Beyond the Dictogloss: Learner-Generated Attention to Form in a Collaborative, Communicative Classroom Activity. Working Papers in Educational Linguistics, Vol. 19, №1, 65–89.

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Abstract views: 291

Published

2019-03-21

How to Cite

[1]
N. Baranenkova and N. Lashuk, “FORMATION OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF STUDENTS OF NON-LINGUISTICS HIGHER EDUCATIONAL INSTITUTIONS BY THE METHOD OF INNOVATIVE DICTATIONS”, OD, no. 1-2, pp. 104–114, Mar. 2019.

Issue

Section

Trends in the Development of Modern Education