1. What is
Dictogloss?

2. Would you walk to China?
Would you walk to China? Would you leave at a quarter to three? Would you walk to China? Would you walk to China with me? Of course I’d walk to China I’d leave at a quarter to three If I were only free. Graham grammar chants From Caroline Graham Grammar chants

3. DICTOGLOSS
Dictogloss is a classroom dictation activity where learners are required to reconstruct a short text by listening and noting down key words, which are then used as a base for reconstruction.
Example Learners discuss the sea. The teacher then explains the task, and reads a short text on the sea to the class, who just listen. The teacher reads the text again, and the learners take notes. In groups, the learners then reconstruct the text.
In the classroom Dictogloss is often regarded as a multiple skills and systems activity. Learners practise listening, writing and speaking (by working in groups) and use vocabulary, grammar and discourse systems in order to complete the task.

4. Why dictogloss?
Even at intermediate and higher grade levels students often do actively use non-target-like morphology and syntax. What can be done pedagogically to move students toward more native like proficiency in the foreign language?

5. A bit of brainy talk ( methodology)
Noticing—a form used must be consciously noticed to be
acquired. Researchers have noted the importance of learners’
noticing the “gap” that is noticing the difference between
what they want to say and what they are able to say.
Hypothesis formulation and testing—learners use language production as a way
of trying out new language forms and structures as they stretch their
language; to test what works and what doesn’t.
Metatalk—learners use language to reflect on language use. Deepening the students’
awareness of forms and rules and the relationship of those forms and rules to the
meaning they’re trying to express.
The “dictogloss” (Wajnryb, 1990) has been proposed as a procedure that encourages
students to reflect on their own output.

6. Steps for your dictogloss
Create a short passage that embeds a particular grammatical form that Ss know well but that is often produced inaccurately .A majority of vocabulary that students know.
Review difficult or possibly unknown vocabulary that appears in the dictogloss, review the grammatical form being emphasized.
Read the dictogloss through once at a normal speed, asking students to listen carefully, then a second time, and encourage students to jot down notes.
Have pairs of students work together for approximately minutes to reconstruct the dictogloss, to write their text close to the original as possible in grammar and content.
Get the Ss present their dictogloss

7. For reference RSBFT Dictogloss OUP
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