台灣留學生出席國際會議補助

2007年6月25日 星期一

Shedding New Lights on Dictation: A Step towards Improvement

論文發表人: 卜令楨 (亞利安國際大學英語教學系博士班)

http://www.catesol.org/2007stateprogrambook.pdf

 

由於簡單易用及學生對聽寫的熟悉,以傳統式文法直譯為基礎的逐句聽寫,被應用在英語教學上已行之有年。它除了是常見的教學活動之外,也是語言學習的評量工具。本文作者在此介紹的改良式聽寫,結合了結構式教學理論,導引學生學習特定語句結構的運用。另一方面,本教學法也能兼顧學生的多重興趣與課程內容順利銜接。此種決策式聽寫,允許學習者以小組為單位,聽取原文之後,不須逐字記錄,只要小組成員合作,寫下各種可被接受的(與原文相近的)語句內容即可。此種教學法鼓勵小組成員互相學習及修正錯誤、建立內在動機及自信心、並且有機會在輕鬆的環境中應用所學。另一方面,對母語非英語(EFL)的成人學習者而言,在英文為第二語言(ESL)的學習環境裡,應用此種改良式聽寫,對他們的基礎及學術技能的發展,甚有助益。

 

The Grammar-translation method is conventionally applied in EFL classrooms with reference to its simplicity of pedagogy as most learners are already familiar with the method. Correspondingly, sentence-level dictation, in which the students mechanically write whatever the teacher says, is viewed as a prevailing activity or measurement of language skills. The improved procedure the author will demonstrate combines the structure-based approach in such a way that it will direct the students to use a particular structure or structures. On the other hand, it will instruct the students to attend to the content, which deals with multiple interests of students and ongoing informative programs. The decision-making dictation consists of asking groups of learners to contextually reconstruct a dictated discourse so as to accumulate as much information and to create as many accurate or acceptable linguistic forms as possible. Likewise, it encourages groups to advocate peer learning and correction, to build up intrinsic motivation and self-confidence, and to use their approximate linguistic competence in an unthreatened environment. In addition, to be beneficial for EFL adult learners, it would be suitable in an ESL situation to apply the approach with the support of developing basic and academic skills as well.