Abstract
The effectiveness of "dictogloss," a language teaching procedure where learners are encouraged to reconstruct sentences cooperatively after listening to a passage (Wajnryb, 1990) is investigated in this paper. Dictogloss activities through collaborative dialogue were conducted in one class with lower level students and another class with advanced level students. Both groups were able to promote their metalinguistic awareness through collaborative dialogue during the dictogloss activity. Considering the rationale and theoretical background of dictogloss, it is hypothesized that students will learn language features more successfully when they notice the gap between their interlanguage and the target-like use. Focus on Form, a deliberate focus on language form within the meaning-focused context, may be considered especially effective for lower level students. Some suggestions are also proposed to enable students to focus more on language form in the dictogloss activity.
