Students' perspectives on teaching and learning English grammar through dictogloss

Teaching grammar in the foreign language classes is a topic for which there has not been a complete agreement among researchers or teachers. The theoretical argument on which type of instruction is more efficient, inductive or deductive, has not come to an end.
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Students’ perspectives on teaching and learning English grammar through dictogloss Tuyển tập Hội nghị Khoa học thường niên năm 2020. ISBN: 978-604-82-3869-8 STUDENTS’ PERSPECTIVES ON TEACHING AND LEARNING ENGLISH GRAMMAR THROUGH DICTOGLOSS Ta Minh Phuong Thuyloi University, email: phuongtm@tlu.edu.vn 1. INTRODUCTION an effective learning activity to non-English major students at less proficient level in Teaching grammar in the foreign language Thuyloi university. Although there has been a classes is a topic for which there has not been great amount of research conducted into the a complete agreement among researchers or effects of the DG on learners’ grammar, there teachers. The theoretical argument on which are still few qualitative investigations of how type of instruction is more efficient, inductive learners respond to this teaching practice. or deductive, has not come to an end. This study aims to investigate students’ The Dictogloss, in particular, is proposed as attitudes towards the use of dictogloss in a technique that facilitates learners’ inductive teaching and learning English grammar in learning of specific grammatical points Thuyloi university. through fulfilling a task which is put in a meaningful context. Basically, the dictogloss 2. METHOD is a type of dictation which does not provide learners with sufficient time to write complete Shak (2006) states that “One way to sentences of the text while the teacher is determine what works in a task is to obtain dictating it. Instead, the text as a whole is learner perceptions of the task” (p. 48). read out more than once (three or more times) Table 1. Descriptions of Participants and this offers learners multiple chances to memorize and take notes. Then, the learners, Level Elementary to Pre-intermediate individually or in pairs/groups, use those notes Class size 30 students. Aged 18-20 and their memory to reconstruct the whole General English II - 6 hours/ week text. Though the procedure of memorizing, Subject note-taking, text reconstruction and the output 7 weeks and a half in total generated, the language learners are expected Focused 5 Grammar lessons- 1lesson/ week to take notice of the target grammar (TG) lessons Extra materials given by the teacher form. Qin (2008) suggests that one of the Time First semester of 2019-2020 major benefits of the DG is offering “multiple opportunities to draw L2 learners’ attention to The current study obtained students’ target linguistic forms” (p.63). Using the DG perspectives of teaching and learning has shown good potential to facilitate the grammar via the DG through qualitative possibility that learners focus and be reflective approach. Attitude questionnaires after each on their own language use (Leeser, 2004). lesson and 6 group interviews at the end of the Much of research literature has examined research were utilized as instruments for the DG in the context of students majoring in collecting data. Through closed and open English at university level. These studies lead survey questions, students are provided me to the question whether the DG could be multiple chances to express their reflections 484 Tuyển tập Hội nghị Khoa học thường niên năm 2020. ISBN: 978-604-82-3869-8 on what they actually experienced in terms of preference for this activity. However, the their enjoyment, performance, motivation and students are probably modest about their ease of the task. Students were also performance with the lower means of 2.2 - encouraged to reflect on factors of the practice 2.6 in Q3. Some of them may be aware that that they specifically liked and disliked, and to their performances need to be improved. tell if they thought they had learnt anything Additionally, it was reported that the DG was from the activity. Key questions during semi- a new approach for these students and they structured interviews also involved their did not get used to the procedures of the suggestions on how the technique could be method. In spite of this, motivation was improved to meet their needs. highly affirmed by the vast majority of students for all lessons (Q4, 2.7 - 2.9) and 3. RESULTS AND DISCUSSION this is the same to the responses to the ease of the task (Q2, 2.5 - 2.7). It can be noticed that 3 ...