Dictogloss Technique

I mentioned this technique in an earlier post about using poetry and thought I'd follow it up with a few examples of how we can use it to introduce other authentic texts.

Dictogloss is a teaching technique where learners reconstruct a short text by listening and noting down key words. It has several advantages:

• It integrates the four language skills: listening, reading, speaking, and writing. 
• It provides opportunities to talk about both content and form (i.e. grammar, lexis). 
• It can be used to present new information and encourage listening for key points. 
• It's good for confidence building, as learners are encouraged to participate in groups.
• It can be adapted for different levels and age groups

Choosing a text:

• songs (or part of a song)
• poems (see my Tim Burton post for ideas)
• stories/ anecdotes
• recipes
• letters 
• postcards
• e-mails
• Short newspaper articles
• Audio clips

Consider the level and age of your students and the relevance of the content. Look for examples of structures you want to introduce or that you have been working on e.g. tenses, phrasal verbs, collocations, vocabulary etc.

How to use the technique:

You can adapt the technique to find out what suits your learners, but here are a couple of ways to try.

Version 1

1. read the text at a normal, natural speed while students just listen - they do not take notes at this stage.
2. read the text again. Students listen and note down key words only  (or draw pictures)
3. read the text again. Students listen and make notes.
4. in groups of three or four, students compare their text and try to get it as close to the original as possible.
5. The students write their final text, then compare their reconstruction with the original

Version 2

1. as above
2. after listening, students individually write down as much of the text as they can remember.
3. read the text again. students do not take notes while the teacher is speaking.
4.  students make changes to their previous text.
5. in groups of three or four, students compare their text to get the text as close to the original text as possible.
6. read the original text one last time.
7. students write their final text, then compare their reconstruction with the original

What's the point?

• to introduce language features (grammar/ lexis)
• to improve students’ listening and note-taking skills
• to help students to focus on meaning and content as well as form
• to develop proof reading and editing skills (spelling, punctuation etc.)
• to help students synthesize information
• to provide a real opportunity for student-centred, collaborative learning
• to assist weaker learners and learners who require support with reading and writing activities.

sample lesson plan