A Study of Dictogloss toward the Use of Grammatical Items in Context in Comparison with Dictation

Abstract

The purpose of the present study is to examine the effects of Dictogloss to better integrate grammar acquisition in context among Japanese university students. Dictogloss is one of the output tasks and “a taskbased procedure designed to help language-learning students towards a better understanding of how grammar works on a text basis” (Wajnryb, 1990: 6). This study took place at a Japanese university, where 65 Japanese university students served as subjects. The subjects were divided into two groups: One was a Dictoglossbased group (comprised of 33 students), and the other was a Dictation-based group (comprised of 32 students). Each group was given a pre-test, alternating Dictogloss/ Dictation activities (a total of six times), and a post-test. Both tests contained the questions related to grammar and English composition. The results of the post-tests showed that the Dictogloss-based group performed significantly better than the Dictationbased group in terms of the grammar tests. The Dictogloss-based group had a tendency to use the target grammatical items more correctly and precisely than the Dictation-based group. In a reconstruction stage in the sixth activity of the Dictogloss-based group, some pairs were asked to record their dialogue in the pair work. The dialogue implied the importance of LREs (language-related episodes) in a pair or a group work.