Paper 4 PARTIAL DICTATION

PARTIAL DICTATION 

By A. Fatah

1.      Definition of Partial Dictation

Partial Dictation is one of innovative English dictation activities. Johansson (as cited in Erik, 1996), who was one of the first to use partial dictation as a test of foreign language proficiency, defined it a test where subjects listen to recordings of material in the foreign language and are required to fill in the missing words in a written version of the recordings. Meanwhile, DeFilippo and Sadow (2006) defined that Partial Dictation (sometimes known as cloze) is most of the dictations in this text are partial dictations where words, phrases, or chunks of language have been deleted, and students are required to listen and write down the missing words. Further, Lado and Oller (as cited in Thrasher, 2000) emphasized that Dictation/partial dictation has sometimes been claimed to be a good test of listening. Lado (as cited in Thrasher, 2000) denounced it and Oller (as cited in Thrasher, 2000) praised it. Oller (as cited in Thrasher, 2000) claimed that it was a good example of what he called a ‘pragmatic’ test. He defined pragmatic test as any procedure or task that causes the learner to process sequences of elements in language that conform to the normal textual constraints of that language and which require the learner to relate sequences of linguistic elements via pragmatic mappings to extralinguistic context.

It can be concluded that Partial dictation is an English test where the students listen to the teacher’ story or tape recorder and are asked to fill in the missing words in the written story/text.

2.      Samples of Partial Dictation

A.    Text

  Listen to a short story from the teacher and fill in the blanks.

The Two Friends and the Bear

John and James were two friends who were crossing a 1…. Suddenly, they hit a huge black 2 …. Imagine how terrified they were. They tried to run but the bear 3 … them. 4 … managed to climb up into a tree but, 5 … fell to the ground and pretended to be dead. He knew that a bear will only attack something if it is 6 ….

The bear 7 …  him all over, while the man tried to hold his breath as best he could, hoping that the animal would not discover the pretence. Finally, the bear must have thought that the man really was 8 ….

Finally, the danger over, John came down from the tree and asked his friend, “Well, what did the bear 9 … into your ear?”. The bear 10 …., “It would be good if you fell from the tree and pretended to be dead with me!”

Transcript

The Two Friends and the Bear

John and James were two friends who were crossing a 1 forest. Suddenly, they hit a huge black 2 bear. Imagine how terrified they were. They tried to run but the bear 3 chased them. 4 John managed to climb up into a tree but, 5James fell to the ground and pretended to be dead. He knew that a bear will only attack something if it is 6 alive.

The bear 7 smelled him all over, while the man tried to hold his breath as best he could, hoping that the animal would not discover the pretence. Finally, the bear must have thought that the man really was 8 dead.

Finally, the danger over. John came down from the tree and asked his friend, “Well, what did the bear 9 whisper into your ear?” The bear 10said,“That it would be good if you fell from the tree and pretended to be dead with me!”

Taken from. English in Focus for Junior High School

Grade VIII (SMP/MTs).2008

     B.   Dialogue

            Listen to the following dialogues and complete the missing information

Transcript

3.      The Advantages and The Weaknesses of Partial Dictation

As a testing method, dictation has been confirmed to be reliable and valid by many researchers. Based on the summary of empirical studies, Oller (as cited in Osamu, 1997), for example, considers dictation to be a type of integrative test, a test which requires a learner to use several language skills at the same time). Heaton (as cited in Osamu, 1997) says, "the integrated skills involved in tests of dictation include auditory discrimination, the auditory memory span, spelling, the recognition of sound segments, a familiarity with the grammatical and lexical patterning of the language, and overall textual comprehension", and claims, "dictation tests can prove good predictors of global language ability". Dictation is, in a sense, an established means of testing. Teachers can make use of different genre and a number of dictation activities to conduct their lessons so as to change a boring, threatening and stressful classroom atmosphere into a relaxing, supportive and enjoyable learning environment which subsequently brings a positive influence on learners’ performance (Davis & Rinvolucri, Wajnryb, as cited in Kit, 2004).

Martinez Lopez (as cited in Gonzalez, 2008) mentioned many advantages of partial dictation for the teachers and the students. For the students: practice in note taking, associating sound and spelling, discovering things which are not heard, learning from errors on a feedback session, reinforcing learning and the possibility of self correction. The advantages for the teachers: it can be used in a large class, it is quick to prepare and administer and easy to score, many things can be asked for in short time, it constitutes a source of information for problem areas an a good reference of the general progress of  students.

As a teaching method, however, dictation lacks sound empirical grounds. Harris (as cited in Osamu, 1997), for example, insists that dictation can be a useful pedagogical device but offers little empirical support. Davis and Rinvolucri (as cited in Osamu, 1997) also mentioned that dictation is an effective measure of teaching, and provide us with various methods of dictation. However, empirical support for their claim of effectiveness is slight. One example of empirical data was provided by Yoshida (as cited in Osamu, 1997). He found statistically significant positive correlations between dictation and the results of listening tests, and, based on these findings, claims that dictation can be a good teaching device. His findings do indicate that dictation is a good predictor of learners' listening ability. However, a good predictor does not necessarily turn out to be a good teaching device. The literature as a whole, therefore, shows that dictation has been utilized by foreign language teachers for teaching with precarious empirical support.

4.      Scoring of Partial Dictation

The scoring based on Kaga (as cited in Kondo, 2008) is as follows:

a.       Exact-word. A word is considered as a test item. If a word is written in the exact spelling and in the correct order. The item is assigned one point.

b.      Garbling. An answer is given not in the exact spelling. This is assigned no point.

c.       Losing. An answer is not given and there’s no space for the word. This is assigned no point.

d.      Failing. An answer is not given and there’s the blank for the word. This is assigned no point.

5.      Tips for Teachers in Conducting partial Dictation.

DeFilippo and Sadow (2006) gives 8 tips for Teachers in Conducting partial Dictation. They are:

1.  When reading the full dictations, try to speak naturally, at normal speed, keeping the features of the spoken language. If you are reading the full text at normal speed and you know the exercise will be fairly easy for your students, give the word, phrase, or chunk of language only once. Try to start with a pace that is comfortable for your students, and then make them work a bit at understanding. If you think the text will be difficult for your students, repeat two, possibly three times. When field testing our material, several teachers said that they thought the material looked quite difficult for their students, but they were surprised how well their students did. It's up to you to decide what works best. If you have to repeat more than three times, the text is too difficult for your students.

2.  The students may want to check the spelling of a word or words as you are giving the dictation. It's best to tell them to wait until the end of the activity.

3.  For numbers, have the students write numerals, rather than the word (15, instead of fifteen), except for single-digit numbers (1-9). They should also use dollar ($) and percentage (%) symbols rather than writing out the words.

4.  One key to making the dictation a positive experience is to have students correct their own work. When the dictation is completed, the students check with each other in pairs on what they've heard, while you walk around helping and clarifying. This, in itself, allows for a great deal of discussion. After they have self-corrected, they can turn to the full dictation texts for confirmation. You can then go over the dictation with the class and discuss whatever vocabulary or concepts they don't understand.

5.  Rather than read the full dictations from the appendix, you may find it helpful to copy the page you're dictating and fill in the blanks yourself ahead of time. This is helpful when giving feedback. It's easier when you're working from the same page as your students.

6.   There was no one pattern that was followed when choosing words or phrases to be deleted. Sometimes the deletions focus on idioms, sometimes on numbers, sometimes grammar, sometimes vocabulary.

7.  You and your students can also create dictations from local newspapers, the Internet, or any other source. This way you can choose a timely topic and easily adapt it to the level of your students.

8.  With higher level students, you may want to ask a student to give a full dictation. The reader may prepare for this by listening to the CD.

Resources:

Erik. Marmberg Larsh. 1996. Initiation of a Teacher Education Project in Tanzania. 1^st ed. Finland: Faculty of Education, Abo Akademi.

Gonzalez, Antonio Bueno. 2008. Testing English as a Foreign Language: An Overview and Some Methodological Considerations. Granada: Universidad de Jaen. http//:eric.ed.govERICDocsdata/ericdocs2sqlcontent_storage_ 010000019b8017976c.pdf.pdf. (1 October  2008).

Kit, Chiang Oi. 2004. Report on the Action Research Project on English Dictation in a Local Primary School. http://edb.org.hkHKTCdownloadjournalj2P1-10.pdf.pdf. (24 September 2008).

Kondo, Yusuke. 2008. Language Anxiety as a Predictor for English Proficiency and its Change. Japan: Waseda University.

Osamu, Takeuchi. 1997. Dictation: Is it really effective for language teaching? Kansai University, Audio-Visual Education 20. Osaka, Japan: Faculty of Informatics, Kansai University.

Thrasher, Randy. 2000. The Testing of Listening Comprehension. International Christian University Language Testing Fall. http://subsite.icu.ac.jppeoplerandyLesson%20Six%20Text.pdf.pdf. (26 September 2008).

DeFilippo, Judith and Catherine Sadow. 2006. Interactive Dictations
A Listening/Speaking/Writing Text. ISBN:0-86647-197-9.