Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
V
o
l.
2, N
o
. 3
,
Sep
t
em
b
e
r
2013
, pp
. 12
9
~
13
4
I
S
SN
: 225
2-8
8
2
2
1
29
Jo
urn
a
l
h
o
me
pa
ge
: h
ttp
://iaesjo
u
r
na
l.com/
o
n
lin
e/ind
e
x.ph
p
/
IJERE
Active vs Passive Dictation
M
o
zhga
n A
l
sada
t Ghaf
fa
rzadeh Ha
ssa
n
kia
d
eh
Islamic Azad Un
iversity
-
Tonek
a
bon Branch
, Ir
an
Article Info
A
B
STRAC
T
Article histo
r
y:
Received Feb 18, 2013
Rev
i
sed
May
8, 201
3
Accepted
Jun 10, 2013
This
paper
conc
entra
t
es
on di
cta
tion as
a b
e
nef
i
c
i
al to
ol in bo
th t
each
ing an
d
testing
.
The go
al is to d
i
scuss the points th
at w
e
re ignor
ed during the
y
e
ars
in for
e
ign
l
a
ngu
age
c
l
as
s
e
s
.
In
f
act
th
is p
a
per
aims at investigating helpful
techn
i
ques
in
reviving
active d
i
ctation.
He
re some
disc
ussion is pre
s
e
n
te
d
theore
tic
all
y
a
b
out th
e
s
t
rat
e
gi
es
th
at
c
a
n b
e
us
ed
to
as
s
i
s
t
l
earne
rs
in
develop
i
ng th
e
other skills during dicta
tion
sessions.
An ef
fective tool that
can h
e
lp teacher
s
and learners du
ring
langu
age teaching
/learning
processes to
promote learnin
g
is dictation,
if
it is
u
tilized in
a proper
procedure while
considering
all four
skills in
learni
ng
a for
e
ig
n/second
language. So
th
e
s
i
gnific
a
nce o
f
t
h
e topi
c prom
pts
the res
e
archer
to s
t
ud
y it
.
Th
e aim
is
t
o
identif
y
the
m
o
st appropri
a
t
e
str
a
teg
i
es in using
dict
ation
in
the
classroom
that may
assist learners
in
learni
ng a language
communicatively
.
Ther
efore
the curr
ent s
t
ud
y
cam
e to
exis
t
e
nce
to ga
in th
i
s
tar
g
et
and to
pres
ent s
o
m
e
techn
i
ques to
help in promoting
s
u
ch skil
ls in
lang
uage
cl
asses.
Keyword:
Activ
e d
i
ctatio
n
Passi
ve di
ct
at
i
o
n
R
eal
l
a
ng
uage
Every
d
ay E
ngl
ish
Trad
ition
a
l d
i
ctatio
n
Copyright ©
201
3 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
M
o
zh
ga
n Al
sadat
G
h
a
ffa
rzad
eh Hassa
nki
a
d
eh,
Islamic Azad
Uni
v
ersity- T
o
neka
bon Bra
n
c
h
,
Ira
n.
Em
a
il: Gh
affarzad
eh.m
ail@g
m
ail.co
m
1.
INTRODUCTION
Di
ct
at
i
on
h
a
s bee
n
use
d
i
n
l
a
ng
ua
ge l
e
a
r
ni
ng
f
o
r
se
ver
a
l
h
u
n
d
re
d
y
ears a
n
d m
e
t
hod
ol
o
g
i
e
s
ha
v
e
oft
e
n m
a
de pe
dag
o
g
i
cal
cl
ai
m
s
for i
t
s
val
u
e [1]
.
Da
vi
s a
n
d
R
i
nv
ol
cri
wri
t
e
t
h
at
dec
odi
ng
an
d
rec
odi
ng
t
h
e
sou
n
d
s i
n
w
r
i
t
i
ng i
s
a
m
a
jor
l
earni
ng t
a
s
k
[2]
.
B
l
oom
fi
el
d [
3
]
st
r
o
n
g
l
y
en
do
rse
d
t
h
e
use
of
di
ct
at
i
o
n as
l
earni
n
g
de
vi
ce
(see
Al
ki
r
e
,
2
0
0
2
)
.
Ol
l
e
r [4]
c
onsi
d
er
s di
ct
a
tio
n to
b
e
a typ
e
of in
tegrativ
e
test, wh
ich requ
ires
a learn
e
r to
u
s
e sev
e
ral lan
guag
e
sk
ills at th
e sam
e
ti
me.
Th
ere are m
a
n
y
research
ers who
work
on
d
i
ct
atio
n
as a use
f
ul tool
in learning/teaching a langua
g
e. For e
x
am
ple, Norris
’
[5] studie
d
dictation as a be
ne
ficial tool
for m
a
n
a
g
i
ng
an
d m
o
tiv
atin
g
learn
e
rs in lan
g
u
a
g
e
cl
assro
o
m
s.
He
d
i
stin
gu
ish
e
d b
e
t
w
een trad
itio
nal and
m
odern
m
odel
of
di
ct
at
i
o
n
p
r
oced
u
r
es. Hi
s defi
ni
t
i
on o
f
t
r
adi
t
i
onal
di
ct
at
i
on
i
s
:
“
In d
i
ct
a
tio
n's
tra
d
ition
a
l
fo
rm
a
s
a tea
c
h
i
ng
tech
n
i
q
u
e
,
a
text is eith
er
r
e
a
d
b
y
t
h
e teach
e
r
o
r
p
l
a
y
ed
on
a
cassette ta
p
e
o
n
ce
stra
igh
t
th
r
oug
h
w
h
ile th
e stud
en
ts j
u
st listen
a
n
d
try to
un
d
e
rstand
.
Th
e text is th
en
br
oken
i
n
t
o
a
nu
m
b
er
of
sh
o
r
t
sect
i
o
n
s
w
i
t
h
a
p
a
u
se
bet
w
een e
a
c
h
sec
t
i
on.
D
u
ri
ng
t
hat
p
a
u
se t
h
e
st
ude
nt
s
have t
o
w
r
i
t
e
d
o
w
n
w
hat
t
h
ey
have
he
ar
d.
T
h
i
s
i
s
t
h
e onl
y f
o
rm
of
di
ct
at
i
o
n m
a
ny t
e
ac
he
rs a
nd st
ude
nt
s
have
know
n,
a
n
d
i
s
somet
i
mes per
cei
ved
a
s
a bor
i
ng
exe
r
c
i
s
e.”
(
N
o
r
r
i
s,
19
93
, p
.72
)
An
d
he
de
fi
ne
d t
h
e
act
i
v
at
ed
di
ct
at
i
on i
n
t
h
i
s
m
a
nner:
“Dicta
tion
is
o
n
e
o
f
t
h
ose exer
cises wh
ich, if it is
w
e
l
l
do
ne,
t
h
e t
e
ac
her
'
s
pl
an
ne
d
act
i
v
i
t
y
pr
om
p
t
s
r
e
act
i
o
ns,
si
m
u
l
t
ane
o
u
sl
y a
n
d
i
m
me
di
at
el
y su
bseq
ue
nt
l
y
,
by
al
l
t
h
e st
u
d
ent
s
i
n
t
h
e
g
r
o
u
p
.
“
(
N
o
r
r
i
s, 199
3,
p.
72
)
Norris m
e
n
tio
n
e
d so
m
e
strat
e
g
i
es to use
d
i
ctatio
n
as a too
l
in con
t
ro
llin
g th
e class an
d m
o
tiv
atin
g
the
lear
n
e
rs in
h
i
s stud
y
.
Farh
ady and
Malekpo
ur
[6
] stud
ied d
i
ctatio
n as a testin
g too
l
an
d
d
i
scu
ssed dif
f
er
en
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
I
J
ERE
Vo
l. 2
,
N
o
. 3
,
Sep
t
emb
e
r
:
1
2
9
–
134
13
0
sco
r
i
n
g techn
i
q
u
e
s
for
sp
ellin
g tests.
Alth
ou
gh th
ere ar
e so
m
e
stu
d
i
es wh
ich
con
cen
t
r
ate o
n
d
i
ctati
o
n
as a
learn
i
ng too
l
no
t
j
u
st
as a testin
g
pro
c
edu
r
e, th
ere is littl
e atten
tio
n to
tech
n
i
qu
es, m
e
th
od
s and
st
rateg
i
es
wh
ich can
b
e
used in langu
age classes. Esp
e
cially th
ere
is n
o
con
cen
trati
o
n o
n
b
e
g
i
nn
ers
in u
tilizin
g
d
i
ctatio
n
to
co
nv
ert its
so
lely ro
le
o
f
ro
te m
e
m
o
rizati
o
n an
d
re
p
e
titio
n to m
o
tiv
ated
lan
g
u
a
g
e
learn
i
n
g
too
l
.
Th
e too
l
wh
ich
assists l
earn
e
rs in
im
p
r
ov
ing
sk
ills th
at are
h
e
lpfu
l
in
m
a
k
i
n
g
rel
a
tio
n
s
h
i
p
an
d
ach
iev
i
ng
t
h
e
g
o
a
l
o
f
l
earni
n
g
a
l
a
n
gua
ge i
.
e
.
usi
n
g i
t
as a
n
i
n
st
r
u
m
e
nt
fo
r n
e
go
tiatin
g
an
d co
nn
ecting
to th
e en
tire
world
.
Th
i
s
p
a
p
e
r aim
s
at fillin
g
th
e g
a
p
an
d
statin
g
d
e
fi
cien
cies of
trad
itio
n
a
l
p
r
o
cedu
r
es i
n
u
s
ing
dictatio
n
as a learn
i
ng
to
o
l
an
d d
i
scu
s
sin
g
n
e
w st
rateg
i
es in pro
m
o
tin
g its app
licab
i
lity in
learn
i
ng
a lan
g
u
a
g
e
.
2.
THE S
I
GNIFI
C
AN
C
E
AN
D
OBJE
CTIVES
Alk
i
re (2
002
)
men
tio
n
e
d th
e
fo
llowing
b
e
n
e
fits in
u
tilizin
g
d
i
ctatio
n
as a l
earn
i
n
g
in
strumen
t
:
-
D
i
ctatio
n m
a
k
e
s th
e st
u
d
e
n
t
s and th
e teacher
aw
ar
e
of
t
h
e stud
en
ts co
mp
r
e
h
e
n
s
ion erro
r
s
(
pho
no
log
i
cal,
gramm
a
tical or both).
-
It shows learn
e
rs th
e k
i
n
d
s
o
f
sp
ellin
g errors
th
ey are
p
r
on
e
to
m
a
k
e
.
-
It
assi
st
s l
ear
ne
rs t
o
p
r
act
i
ce i
n
c
o
m
p
rehe
ndi
ng
an
d t
r
ansc
ri
bi
n
g
cl
ear
E
ngl
i
s
h
pr
ose.
-
It
gi
ves l
ear
ne
r
s
val
u
abl
e
pra
c
t
i
ce i
n
n
o
t
e
-t
ak
i
ng.
-
It gi
ves
practic
e in c
o
rrect form
of speec
h.
-
It can h
e
l
p
d
e
velo
p
all
fou
r
skills.
-
It
hel
p
s t
o
de
ve
l
op
sh
ort
-
t
e
rm
m
e
m
o
ry
.
-
It can be
a
good indicat
or
o
f
ov
er
all langu
ag
e.
-
It
i
n
vol
ves t
h
e
wh
ol
e cl
ass.
-
I
t
is psycho
logically p
o
w
er
fu
l
and
ch
alleng
ing
.
Discu
ssi
ng
th
e
b
e
n
e
fits of
d
i
ctatio
n
,
it
was st
ated
in
Read
ing
R
o
ck [7
] th
at
:
-
T
eachers can
m
odel listening to a sound a
n
d
writing a
u
th
e
n
tic m
a
teria
l
s such as a
letter
by dictation.
-
S
t
ude
nt
s ca
n
wat
c
h
as a
n
a
dul
t
wri
t
e
s
usi
n
g
m
a
ny
co
nv
ent
i
o
n
s
of
w
r
i
t
i
ng s
u
c
h
a
s
l
e
t
t
e
r f
o
rm
at
i
on,
pu
nct
u
at
i
o
n
,
s
p
aci
ng,
an
d m
o
r
e
.
According to t
h
e m
e
ntioned
bene
fits of this
tool
i
n
langua
ge learning/teachin
g, t
h
e
goal
of the st
udy
i
s
t
o
c
o
m
p
are
di
f
f
e
r
e
n
t
t
ech
n
i
ques
i
n
usi
n
g
di
ct
at
i
on a
n
d
d
i
scuss t
h
e m
o
st
pr
o
p
er
way
s
whi
c
h m
a
y
pr
om
ote
l
earni
n
g
i
n
t
a
ke
s.
3.
THE USED
STRATEGIE
S
AND THE
PROBLEMS
Im
itation
a
n
d
repetition
were
histori
cally the clas
sic m
e
thods
of us
ing
dictation i
n
lea
r
ni
ng
a
l
a
ng
uage
[
8
]
.
These i
n
st
r
u
m
e
nt
s
have
a
hi
s
t
ory
st
ret
c
hi
n
g
bac
k
t
o
a
n
ci
ent
t
i
m
es. Som
e
sch
o
l
a
rs
bel
i
e
ve t
h
at
dictation is as
old as langua
ge teach
i
n
g itself
[9].
Until late 1960s, dictatio
n
has bee
n
re
garde
d
a
n
d
use
d
a
s
a
tech
n
i
qu
e t
o
rein
fo
rce
stud
en
t
s
’
ab
ility in
correct sp
elling
[4, 6
]
It is k
nown
t
h
at d
i
ctatio
n
i
s
th
e pro
cess
o
f
wr
iting
down
wh
at so
meo
n
e
else
h
a
s said
[7
].
What I
rem
e
m
b
ered from
my own sc
hool is
the teacher
who
was reading out the
te
xt or list of
words piece by
piece,
pau
s
i
n
g f
o
r
us
t
o
w
r
i
t
e
w
h
at
we h
a
d
hea
r
d
.
The
n
o
u
r
scri
pt
s were
m
a
rked.
It
was
o
u
t
o
f
2
0
a
nd
we
wo
ul
d m
i
ss
out
o
n
e
p
o
i
n
t
f
o
r
eac
h e
r
r
o
r
.
I
n
s
o
m
e
sch
ool
s
,
i
f
st
u
d
e
n
t
s
ha
d
o
v
er
20
m
i
stakes,
t
h
ey
w
o
u
l
d
get
a
m
i
nus
score
-
whi
c
h
m
eant
a st
ude
nt
wh
o w
r
ot
e n
o
t
h
i
n
g
c
o
ul
d sco
r
e hi
g
h
e
r
t
h
a
n
o
n
e wi
t
h
a
l
o
t
of
m
i
st
ak
es
[
10]
.
What
d
o
es i
t
m
ean
?
D
o
es t
r
adi
t
i
onal
di
ct
at
i
on
de
vel
o
p w
r
i
t
i
ng a
n
d
l
i
s
t
e
ni
n
g
?
I
f
t
h
e
st
ude
nt
s
had t
h
e
chance
to learn it
by hea
r
t, t
h
ey would re
produce it in
class without the teacher
,
but t
h
ey coul
dn’
t
use it. In
fact
, i
s
ol
at
ed
r
a
nd
om
parag
r
a
phs
f
r
om
t
h
e t
e
xt
b
o
o
k
or i
n
d
i
vi
dual
w
o
r
d
s
m
a
y
have bee
n
rem
e
m
b
ered f
o
r t
h
e
t
e
st
but
we
re
u
n
l
i
k
el
y
t
o
be
r
e
t
a
i
n
ed f
o
r
p
r
o
duct
i
v
e
pe
rso
n
a
l
i
zed use
[1
0]
.
Thi
s
s
o
rt
of
d
i
ct
at
i
on i
s
base
d o
n
mech
an
ical repetitio
n
.
In
o
t
h
e
r word
s a trad
itio
n
a
l m
e
th
o
d
will co
n
t
ai
n
the fo
llo
wi
n
g
step
s
[10
]
:
Read
th
e who
l
e tex
t
on
ce. S
t
u
d
e
n
t
s
ju
st listen
.
Read
th
e tex
t
p
h
rase
b
y
phrase slig
h
tly slo
w
er th
a
n
n
o
r
m
al
speed, gi
v
i
ng
e
n
o
ugh
time to
learn
e
rs to
write.
Read the
whole text at
no
rm
al
spee
d a
g
ai
n.
Give
students t
i
m
e
to chec
k their work.
In
this kind of dictation,
the
teacher
s
h
oul
d read or recite
words,
se
nten
c
e
s or a te
xt in
som
e
set patterns.
Th
e
p
e
rceiv
e
d
b
e
n
e
fit to th
e
stu
d
e
n
t
s is th
e d
e
v
e
lop
m
en
t o
f
d
e
cod
i
ng
(listen
i
ng
) and reco
d
i
n
g
(sp
e
lling
and
g
r
amm
a
r) sk
ills [1
1
]
, bu
t th
e learn
e
rs cou
l
dn’
t u
s
e wh
at th
ey’v
e m
e
m
o
rized
p
r
od
u
c
tiv
ely
.
Far
h
ady
a
n
d M
a
l
e
kp
ou
r
(1
9
9
7
,
p
.
3)
en
um
erat
e som
e
of t
h
e
sho
r
t
c
om
i
ngs
o
f
di
ct
at
i
on as:
-“T
h
e
sel
ect
i
on
of
w
o
r
d
s
or
sent
ences
t
o
b
e
di
ct
at
e
d
i
s
o
f
t
e
n bi
ase
d
,
i
.
e
., t
e
ache
rs
of
t
e
n sel
ect
di
f
f
i
c
u
l
t
w
o
r
d
s
an
d se
nt
ences w
i
t
h
c
o
mp
lex lin
gu
istic
elemen
ts.”
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Act
i
ve vs Pa
ssi
ve Di
ct
at
i
o
n (
M
oz
hg
a
n
Al
s
a
dat
G
haf
f
a
rza
d
e
h
Has
s
a
n
ki
a
d
e
h)
13
1
-“Th
e f
o
cu
s o
f
th
ese
a
c
tivitie
s is mo
r
e
on
t
h
e sp
ellin
g ab
i
lity o
f
la
ngu
age lea
r
n
e
rs w
h
ich
h
a
s
n
o
d
i
r
e
ct
r
e
la
tio
nsh
i
p
to
stu
d
e
n
t
s’
lang
ua
g
e
ab
ility
.”
Lad
o
[
1
2]
ar
gu
ed t
h
at
di
ct
at
i
o
n ca
nn
ot
t
a
p
t
h
e m
o
st
im
port
a
nt
com
p
o
n
ent
of
l
a
n
gua
ge,
i
.
e., m
eani
ng.
4.
NEW ST
R
A
TEGIES A
N
D
DICT
ATIO
N
To
reduce th
e d
e
ficiencies o
f
trad
ition
a
l d
i
ctatio
n, so
m
e
n
e
w strat
e
g
i
es were
g
i
ven
in
t
h
e fo
llowing
.
Th
e aim
o
f
all
o
f
th
em
is to
assist
l
earner
s
us
i
ng t
h
e l
a
n
g
u
a
g
e
pr
o
duct
i
v
el
y
.
4.
1. C
o
nsul
ti
n
g
and
Di
c
t
a
t
i
o
n
A
n
al
t
e
rnat
i
v
e m
e
t
hod i
s
fi
rst
l
y
readi
ng a t
e
xt
(
w
hi
ch i
s
i
n
a st
ory
form
, for ex
am
pl
e) and as
ki
n
g
t
h
e
learn
e
rs to
listen
to
it. After
listen
i
n
g
th
ey
can
write
as many key words as they ca
n. They s
h
ould
not
be
worry a
b
out
writing a
com
p
lete text. ELT
teachers
’
c
o
rne
r
(2009) e
xplai
ned the
procedure as:
1. Rea
d
t
h
e
whole text
once through at
no
rm
al sp
eed
wh
ile l
earn
e
rs listen
.
2. Rea
d
it a
g
ain at
norm
al speed
wh
ile learn
e
rs
n
o
ting
t
h
e
key word
s.
3.
Ha
ve st
ude
n
t
s i
n
pai
r
s c
o
m
p
are
t
h
ei
r
n
o
t
e
s an
d at
t
e
m
p
t to
reconstruct a
s
m
u
ch of the
text as t
h
ey can.
4. R
e
peat
st
e
p
3.
Pai
r
s s
h
o
u
l
d
be
b
u
i
l
d
i
n
g
up
t
h
e t
e
xt
f
u
rt
he
r.
5.
Let
o
n
e
pai
r
com
e
up t
o
t
h
e
b
o
ar
d a
n
d
wri
t
e
w
h
at
t
h
ey
ha
ve
got
.
6. Su
g
g
est
i
o
ns fo
r
a
n
y
ga
p
ca
n be gi
ve
n by
t
h
e rest
o
f
cl
ass
.
In
th
is pro
c
edu
r
e, th
e learn
e
rs in
d
i
fferen
t g
r
ou
p
s
will d
i
scu
ss abou
t ev
ery g
r
amm
a
tica
l
o
r
lex
i
cal erro
r and
co
rrect th
em
. I
n
th
is way, the tex
t
is n
o
t
c
u
t u
p
u
n
n
a
turally. It
is in
a s
t
o
r
y form
an
d
will n
o
t
b
e
u
s
ed
in
u
n
n
a
tural sp
eed
.
Besid
e
s learn
e
rs listen
fo
r
th
e who
l
e tex
t
to
g
a
in
th
e ov
erall
m
ean
in
g
an
d
th
ey can
imp
r
ov
e
note
-
taking
ski
lls. In a
ddition, they
learn t
o
c
o
llaborate
with each ot
her to
com
p
lete the task
.
In othe
r words,
the groups a
r
e
invol
ve
d in const
r
uc
ting the
text instead of rem
i
nding
it.
Both accurac
y
and m
eaning are
im
portant in this
m
e
thod. T
h
is procedure m
a
y be accom
p
an
ied wit
h
som
e
pictures
, or
real objects to convey
the m
eaning m
o
re
easily.
4.
2.
B
r
ai
n St
o
rmi
ng an
d
Di
cta
t
i
o
n
B
r
ai
n st
o
r
m
i
ng i
s
a real
l
y
ef
fe
ct
i
v
e t
ool
i
n
l
e
arni
ng a l
a
ng
u
a
ge.
In
di
ct
at
i
on, i
t
can
be
use
d
t
o
rei
n
f
o
rce
or i
n
t
r
o
d
u
ce
p
a
rt
i
c
ul
ar st
r
u
ct
ures
o
r
t
o
pi
cs
or t
o
p
r
ovi
de
gene
ral
l
a
n
gua
ge p
r
act
i
ce [
1
0]
. F
o
r e
x
am
pl
e, t
h
e
teacher ca
n
dic
t
ate the first
paragraph
of a s
t
ory or a
n
i
n
teresting text from
a newspa
per and as
k learners to
cont
i
n
ue i
t
.
T
h
ey
can co
nst
r
u
c
t
t
h
e st
ory
ba
sed o
n
t
h
ei
r i
d
eas, em
ot
i
ons and c
r
eat
i
v
i
t
y
. C
onst
r
uct
i
n
g a
st
ory
will m
o
tiv
ate l
earn
e
rs t
o
learn
.
Each sen
t
ence th
at
was
g
i
ven
b
y
a p
a
i
r
o
r
an ind
i
v
i
d
u
a
l
will b
e
written
b
y
al
l
o
f
t
h
e learn
e
rs.
After
writing
ev
ery se
n
t
en
ce, th
e
g
r
amm
a
ti
cal p
o
i
n
t
s an
d
le
x
i
cal selectio
n
s
will b
e
d
i
scu
ssed
b
y
th
e stud
en
ts. In th
is st
rategy th
e sen
t
en
ces of
d
i
f
f
ere
n
t l
earne
rs ca
n be
com
p
ared
with eac
h
other a
n
d the
st
ude
nt
s ca
n
v
o
t
e
an
d sel
ect
t
h
e
bet
t
e
r o
n
e
f
o
r c
o
nst
r
uct
i
n
g
an i
n
t
e
rest
i
n
g
st
ory
.
Al
t
h
ou
g
h
i
t
m
a
y
t
a
ke up t
o
3
0
min
u
t
es, it can
assists learners to
p
r
o
m
o
t
e
listen
i
n
g
& co
n
s
t
r
u
c
ting sen
t
en
ces m
ean
wh
ile
writing
.
Besid
e
s
tellin
g
a story
will attract th
eir atten
tion
to learn
i
n
g
.
4.
3.
Listen and Answer
Th
e learn
e
rs
sh
ou
ldn’
t write
wh
at t
h
e teacher
d
i
ctates to
t
h
em
. In
sp
ite t
h
ey sh
ou
ld write th
eir
o
w
n
answers t
o
what the teache
r
s
a
ys. For
e
x
ample, whe
n
teac
her says
I for
g
ot
the m
a
rker”
,
the learner m
a
y write
“I will
bring it
”.
This circle c
a
n
be c
ontinue
d a
n
d so
m
e
ti
mes one
of the l
earne
rs
ca
n
do teachers’
duty and
di
ct
at
e t
h
e
ot
he
r l
ear
ners
.
It
sh
oul
d
be
not
e
d
t
h
at
l
earn
e
rs in
th
is activ
ity are in
in
term
ed
ia
te lev
e
l.
4.
4.
Tra
n
s-Dictatio
n
Far
h
ady
an
d
K
h
any
(
1
99
7
)
i
n
t
r
o
duce
d
t
r
a
n
s-
di
ct
at
i
on (a c
o
m
b
i
n
at
i
on of t
r
ansl
at
i
o
n an
d
di
ct
at
i
on) t
o
reduce t
h
e
defi
ciencies of tra
d
itional
di
ctation. In t
h
is
procedure t
h
e tea
c
her rea
d
s t
h
e
text at norm
al spee
d
while the
learners are
listeni
ng to it.
The
n
t
h
e teache
r
rea
d
it agai
n
at norm
al speed a
n
d the st
ude
nt
s try to
translate it (if they want, t
h
ey can
write th
eir tran
slatio
n
s
).
Afterward
s
the learners shoul
d
rea
d
their
tran
slatio
ns and
try to
write
th
e d
i
ctatio
n
.
Farh
ad
y
and
Kh
an
y b
e
liev
e
th
at p
s
ych
o
l
i
n
gu
istically, th
e tran
s-
di
ct
at
i
on i
s
an
im
pro
v
em
ent
over
b
o
t
h
t
r
a
n
sl
at
i
on an
d
di
ct
at
i
on t
y
pe t
e
st
s
and
psy
c
hom
etri
cal
l
y
, i
t
pro
v
e
d t
o
be a hi
g
h
l
y
val
i
d an
d rel
i
a
bl
e
m
easure o
f
l
a
n
gua
ge
pr
ofi
c
i
e
ncy
.
They
hav
e
st
at
ed t
h
at
t
h
e pr
oced
u
r
e ca
n ha
ve
a p
o
s
itiv
e
b
a
ck
wash
effect
o
n
classroo
m
p
r
actices,
b
ecau
s
e it tap
s
tho
s
e con
s
tru
c
ts th
at are fo
stered
in
st
ude
nt
s i
n
co
m
m
uni
cat
i
v
e l
a
ng
ua
ge t
eac
hi
ng
cl
assr
o
o
m
s
.
4.5. Correcting the Mistake
s
In t
h
is m
e
thod, t
h
e teache
r
will give
the
lear
ne
rs a
written text accom
p
anying som
e
spelling
or
gramm
a
t
i
cal
mistakes. Afte
rwards the
teache
r
will read the text at norm
a
l
spee
d and the
stude
nts will foll
ow
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
I
J
ERE
Vo
l. 2
,
N
o
. 3
,
Sep
t
emb
e
r
:
1
2
9
–
134
13
2
it, looking at their texts. The
n
the
teacher
will read it at
no
rm
al speed again while th
e learners are identifying
th
e m
i
stak
es. At th
e end
,
time will b
e
g
i
v
e
n to
st
u
d
e
n
t
s to
co
rrect and
check
th
ei
r
p
a
p
e
rs. Th
e m
o
re adv
a
n
c
ed
th
e stud
en
ts, t
h
e m
o
re m
i
sta
k
es
will b
e
inclu
d
e
d
in th
e
tex
t
. After co
rrectin
g
t
h
e erro
rs ind
i
v
i
du
ally, th
e
teacher can ask the learne
rs to consu
lt their
pape
rs in pai
r
s. Totally, the
groups will compare their
pape
rs a
nd
di
scuss
a
b
o
u
t
p
r
o
b
a
b
l
e
er
ro
rs
by
ot
her
l
earn
e
rs.
4.
6. Che
a
ti
ng
and
Di
ct
a
t
i
o
n
T
eachers a
r
e successful, if t
h
ey
will be
a
b
le t
o
use
e
v
en t
h
e
ne
gative activities like cheating i
n
learning. C
h
ea
ting is one
of t
h
em
which ins
u
lts teacher
s
all ove
r the
worl
d. B
u
t if
the te
achers
aim
to, they
can
use
i
t
s
st
re
ngt
h i
n
l
ear
ni
n
g
.
Lea
r
ne
rs
t
e
n
d
t
o
l
ear
n m
o
r
e
f
o
r
e
x
am
t
h
a
n
f
o
r
t
e
st
s
d
u
ri
ng
t
eac
hi
n
g
se
ssi
ons
i.e.,. in e
x
am they need to lear
n to
get mark, and the
y
will try
m
o
r
e
, so the items of the test
will be
rem
e
m
b
ered more
easily
. In t
h
is
proce
d
ure,
the teache
r
rea
d
s a
n
interestin
g st
ory-like
text, while learners are
listen
i
n
g
to
it.
Th
en
h
e
read
s
it an
d
stud
en
ts
write.
Afte
rwa
r
ds the teac
her
reads a
n
d they
check.
Whe
n
a
ll the
learners c
h
ec
ked t
h
eir
pa
pers
, the
teache
r
a
s
ks
the
lear
ne
rs to ope
n
t
h
eir books
, c
o
ns
ult with ot
her learne
rs
an
d
u
s
e ev
ery in
stru
m
e
n
t
or strateg
y
to correct t
h
eir
m
i
s
t
ak
es.
After con
s
u
lting
,
th
e l
earn
e
rs correct
th
eir
p
a
p
e
rs
b
y
th
em
se
lv
es. If t
h
ere are so
m
e
mi
stak
es, th
ey
will b
e
d
i
scu
s
sed an
d
corrected. Up
t
o
th
e en
d o
f
the
di
ct
at
i
on sessi
on
, t
h
e t
eac
her
and l
e
a
r
ne
rs
d
i
scuss t
h
e
pr
o
b
l
em
s whi
c
h t
h
ey
had i
n
t
h
e
p
r
oces
s o
f
w
r
i
t
i
ng t
h
e
di
ct
at
i
on.
I
n
t
h
e ne
xt
sessi
on
,
a si
m
i
l
a
r di
ct
at
i
on ca
n
be
gi
ve
n t
o
l
ear
ners
t
o
chec
k t
h
ei
r
pr
og
ress.
4.7. Le
arner
-
centered Dictati
o
n
Instea
d of
the teacher dictating
th
e te
xt, t
h
ere are
s
o
m
e
ways
of ta
king the
foc
u
s
ont
o
the
learners
.
Using
t
h
e st
u
d
en
ts as th
e
“d
i
c
tato
rs”
h
a
s the b
e
n
e
fit
o
f
focu
sing
on
learn
e
r
s
’
p
r
on
unci
ation [2].
One of
the
pr
oce
d
u
r
es i
s
t
o
di
st
ri
but
e
di
f
f
ere
n
t
pa
rt
s of
a t
e
xt
am
ong t
h
e l
ear
ners
. Ev
ery
st
ude
nt
sh
oul
d di
ct
at
e hi
s o
w
n
p
a
rt and
the
o
t
h
e
r on
es will
write it.
Afterward
s
t
h
e
wh
ole tex
t
will
b
e
g
i
v
e
n
t
o
th
e gro
u
p
s
to
b
e
com
p
ared
to
t
h
ei
r
ow
n t
e
xt
s. At
t
h
e e
n
d
,
t
h
e di
sc
ussi
o
n
wi
l
l
be hel
d
t
o
c
o
rrect
t
h
e
m
i
st
akes a
n
d s
o
l
v
e t
h
e
pr
o
b
l
e
m
s
.
4.
8. Ar
t and D
i
ctati
o
n
This m
e
thod involve
s
and m
o
tivates
the learne
rs while learni
ng. Firstly
, the teacher di
ctates the text
and t
h
e l
earne
r
s
l
i
s
t
e
n t
o
i
t
.
The t
e
xt
i
s
const
r
uct
e
d i
n
suc
h
a
m
a
nner t
h
at
t
h
e l
earne
rs ca
n
dra
w
som
e
pi
ct
ures
about it. For exa
m
ple: “the teacher m
a
y say “
t
here is a
bird
on t
h
e tree. T
h
e bird is yellow, …”
. Sec
o
ndly, the
teacher rea
d
s the text slowe
r
and the learners will dr
a
w
it. Then they work
on
their dra
w
ings while the
teacher is m
o
nitoring them
. Havi
ng
com
p
leted the task, t
h
ey will be
dist
ribute
d
in
groups to c
o
m
p
are their
p
i
ctu
r
es. Afterward
s
,
o
n
e
of th
e learn
e
rs d
r
aws th
e p
i
cture o
n
th
e bo
ard an
d
th
e prob
ab
le
m
i
stak
es
will b
e
co
rrected
. Then
th
e st
ud
en
ts
try to
write wh
at th
ey s
ee.
Dictatio
n
will b
e
co
rrected
i
n
g
r
ou
p
s
.
At the end
a
d
i
scu
ssi
on
sessio
n
is h
e
l
d
an
d
th
e m
i
stak
es will b
e
id
en
tified.
4.
9. Cl
ea
ni
ng
–
rew
riting Pr
ocedure
In this proc
edure, the teach
er
reads a text at norm
al speed and a
ll of the st
ude
nts listen. The
n
he rea
d
s
it sentence by sentence
, whil
e one re
prese
n
tative from
each gr
o
up
wri
t
e
s i
t
on t
h
e boa
rd (
O
n
e
sent
en
ce for
each re
prese
n
t
a
tive). After com
p
le
ting the text, the othe
r
me
m
b
ers of each group should
gui
de their leaders to
correct the e
r
rors
. T
h
e leade
r
should
clea
n the m
i
s
t
akes and
write the
co
rrect form
s. They should s
p
eak i
n
English. Tim
e
li
mitation
m
a
y be hel
d
to
do
the task
by
the
teacher.
At the end
of
the ta
sk, t
h
e m
i
stake
s
will
be ide
n
tified a
nd c
o
rrected
by the teacher and t
h
e othe
r
learners. The
fewer m
i
stakes will determine the
winn
er. Afterward
s
, all of th
e
learn
e
rs
will sit d
o
wn and
wri
t
e th
e tex
t
,
when
th
e teach
e
r
is d
i
ctatin
g
it ag
ain.
Th
e
g
r
ou
ps ar
e r
e
sp
on
si
b
l
e
for co
rrectin
g th
e p
a
p
e
rs.
4.
10
. G
a
p
s
an
d Di
c
t
a
t
i
o
n
In t
h
is m
e
thod
the teacher c
a
n rub
out the
words
on a
text a
n
d as
k the st
ude
nts to
work i
n
pairs a
nd
fill
th
e g
a
p
s
[13
]
.
Or t
h
e class can
b
e
d
i
v
i
d
e
d
in
to
two
g
r
ou
ps. A lin
e
will b
e
drawn.
Each
gro
u
p
will stan
d
on
one
side
of the
line. The
n
those w
hom
they
face
will be their shouting di
ctation
partne
rs [13]. One
pa
rtne
r
sh
ou
l
d
sh
ou
t t
h
e tex
t
and
t
h
e o
t
h
e
r
on
e sho
u
l
d
write. Then
th
e tex
t
will co
m
p
are wit
h
th
e orig
i
n
al
o
n
e
in
pai
r
s.
5.
ACTI
V
E V.S
PASS
IV
E PROCEDURES
Dictatio
n
im
p
r
ov
es listen
i
ng
and
co
m
p
reh
e
nsion
sk
ills
and
pu
n
c
t
u
at
io
n
is
realized
b
y
p
a
uses in
b
r
eat
h
i
ng
, if presen
ted in
no
rmal sp
eed. If it
is
prep
ared
as
th
e lan
g
u
a
g
e
presen
ted in real
world
,
it
will
su
rely
p
r
o
m
o
t
e learn
e
rs’
o
t
h
e
r sk
ills su
ch
as
writin
g
, vo
cab
u
lary
, g
r
amm
a
r
,
listen
i
n
g
o
r
ev
en
read
i
n
g and
spea
king(for e
x
am
ple whe
n
t
h
ey are
c
h
ecki
n
g their texts
in
groups). If t
h
e teac
her rea
d
s t
h
e te
xt in
norm
al
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Act
i
ve vs Pa
ssi
ve Di
ct
at
i
o
n (
M
oz
hg
a
n
Al
s
a
dat
G
haf
f
a
rza
d
e
h
Has
s
a
n
ki
a
d
e
h)
13
3
sp
eed
,
th
e learn
e
rs
will p
a
y atten
tio
n
t
o
t
h
e relatio
n
s
h
i
p
s
b
e
tween
spellin
g
and
p
r
on
un
ciatio
n. In
th
ese
co
nd
itio
ns,
d
i
ctatio
n
can
lead in
to
oral co
m
m
u
n
i
catio
n
ac
tiv
ities. It
will fo
ster au
to
m
a
ti
city an
d
un
conscio
u
s
th
in
k
i
n
g
[13
]
.
And if it is do
n
e
p
r
op
erly
,
it will m
a
in
ta
i
n
learn
e
rs’
in
t
e
rest and
m
o
tiv
atio
n. If
d
i
scu
ssion
sessions are
held, learners c
a
n c
o
m
p
ar
e their outputs wit
h
a
n
origi
n
al te
xt
and with each othe
r
.
By
self-
correction, it provid
es a
n
immediate feedback.
If it is done in
gro
ups
, i
t
can teach the
learners how to work
co
op
erativ
ely an
d
also
th
ey
will learn
in
gro
u
p
s
b
e
tter th
an
ind
i
v
i
du
ally
. If it is d
o
n
e
i
n
a co
m
p
etitio
n
fo
rm
,
learning
will be facilitated. In fact
if dictation is done actively in the no
rm
al langua
ge,
it will help learne
rs to
b
e
tter
u
n
d
e
rstan
d
p
e
op
le in
ev
ery
d
ay life. B
u
t,
wh
en
it
is
in
a
s
l
o
w
er
sp
ee
d
an
d in
an
artificial
m
a
n
n
e
r
,
th
e
onl
y
be
nefi
t
m
a
y
be
l
ear
ni
n
g
h
o
w
t
o
s
p
el
l
t
h
e
wo
rd
s.
Wh
en i
t
i
s
n’
t
occ
u
r
r
ed
as
i
t
i
s
i
n
real
or
quasi
-real
situ
atio
n
s
, it will n
o
t
lead to
p
r
o
m
o
tin
g
p
r
oficien
c
y sk
ills.
Wh
en
it is
p
r
esen
ted p
a
ssively (ju
s
t th
e teach
er
read
s and
t
h
e l
earn
e
rs
write)
so
m
e
ti
mes n
o
p
r
o
m
o
tio
n
will o
c
cu
r ev
en
i
n
sp
ellin
g.
Dictation e
x
ercises that shift
respon
sibility for i
n
teraction a
nd c
o
rrectio
n t
o
the st
udents
provide teache
r
s
with a
n
ef
fective m
eans
for t
eaching
[5
].
Norris als
o
believed that
“if th
e stude
n
ts the
m
se
lves are
doing the
dictating, the
entire class is activat
ed and the teache
r
is freed t
o
wa
lk a
r
ound the clas
sroom
”
. By havi
ng
stu
d
e
n
t
s
write
o
r
draw so
m
e
th
ing
th
ey can co
m
p
are with
an
o
r
i
g
in
al
tex
t
, Ur (1
981
, p
.
13) b
e
liev
e
s
that:
1. It
f
o
c
u
ses
a
n
d defi
nes what
t
h
e
g
r
ou
p has
t
o
do
.
2.
It
pr
ovi
des a
cl
ear si
g
n
al
t
o
t
h
e g
r
ou
p t
h
at
i
t
has
fi
ni
s
h
ed
.
3
.
It
p
r
ov
id
es a
b
a
sis for
feed
b
a
ck (eith
er
b
y
th
e teacher
o
r
th
e st
uden
t
s th
em
selv
es th
rou
gh self-
correction).
Davi
s
an
d R
i
n
vol
ucri
(1
9
8
8
,
p.
5
0
)
el
ab
orat
e:
“In normal us
e,
language
behavi
o
r
is ge
nerally a
ccompanie
d
by
other
activity inv
o
l
v
ing the
eye, t
h
e
h
and
, t
h
e
b
r
a
i
n
,
etc.
Th
er
e is a lo
t t
o
b
e
sa
id
f
o
r
r
e
pr
odu
cing
t
h
e co
mp
lexity in
th
e l
e
a
r
n
i
ng
situa
tion.
Dictation of any
ki
nd pr
ovides
a
nice blend of
listening, writing, an
d c
h
ecking t
h
r
o
ugh
r
e
ading.
Thi
s
ap
pe
al
s t
o
st
u
d
e
nt
s w
h
et
h
e
r t
h
ey l
e
ar
n
pri
m
ari
l
y
i
n
a
n
au
d
i
t
o
ry or vi
s
ual
or ki
nest
het
i
c
w
a
y
.
[
D
i
c
t
a
t
i
o
n
]
exer
cises...motivate students
by kee
ping t
h
e
m
busy
on seve
ral planes at
once. “
So active dictation refe
rs
t
o
use
lear
ners
’
en
er
gy
i
n
l
ear
ni
n
g
a
n
d as
ke
d
the
m
to dictate,
cont
rol t
h
eir
own
tasks, play
,
dra
w
, etc.
It ca
n a
ssist
learne
rs/teachers in
prom
ot
ing lea
r
ni
ng skills a
n
d
proficiency
level
while
learn
i
ng
a langu
ag
e.
It will imp
r
ov
e sp
ellin
g
ab
ility
m
ean
wh
ile.
6.
IMPLI
CATI
O
N A
N
D
C
O
NCL
USI
O
N
Dictatio
n
is a
v
a
lu
ab
le lang
uag
e
learn
i
ng
dev
i
ce th
at ha
s
bee
n
use
d
for centuries.
Its
adva
ntage
s
are
num
erous.
The
m
o
st co
mm
on is diagnosing
gramm
a
tical erro
rs
[14
]
. B
u
t
in
a
way th
at i
t
is u
s
ed
in fo
reig
n
lan
g
u
a
g
e
classes, it canno
t be so
m
u
ch h
e
l
p
fu
l.
It ch
ang
e
d
in
t
o
a t
o
o
l
wh
ich
j
u
st tests sp
elling
ab
ility
.
Th
e
teachers sl
ow
down the s
p
ee
d norm
to a
ssist learners to
write or e
v
en t
h
ey
rea
d
the te
xt word
by word
with
un
us
ual
pause
s
.
I
n
fact
i
t
i
s
p
r
esent
e
d
in
an
artificial sit
u
atio
n.
T
o
d
a
y
at least in
m
a
n
y
fo
rei
g
n lang
u
a
ge
classes, it is used
just as
spelling test,
not as
a be
ne
ficial instrum
e
nt
for teaching
othe
r ski
lls. So t
h
is
paper se
t
o
u
t
to
d
i
scu
s
s
u
s
efu
l
techn
i
qu
es wh
ich can
rev
i
v
e
t
h
e real
ai
m
s
at u
tilizin
g
d
i
ctatio
n as
a too
l
i
n
bo
th t
e
stin
g
and teaching.
The
study may guide
te
achers
in c
onducting a
p
propriat
e ways in
using
dictation i
n
foreign/second language classroom
s
an
d can assist
bot
h teacher
s and learners in prom
oting language skills
t
h
r
o
u
g
h
pr
o
p
er
use
of
di
ct
at
i
o
n as
a
l
ear
ni
n
g
t
o
ol
.
It
m
a
y
be be
ne
fi
ci
al
fo
r
l
a
n
gua
ge
rese
arche
r
s,
t
o
o a
n
d m
a
y
di
rect
t
h
em
i
n
con
d
u
ct
i
n
g
hel
p
f
u
l
st
udi
es
a
b
out
t
h
e
e
f
fect
i
v
eness
o
f
di
f
f
e
r
ent
m
e
t
hods
i
n
u
s
i
n
g
di
ct
at
i
o
n a
s
a
significa
nt inst
rum
e
nt in
learning/teachi
n
g a
language
.
REFERE
NC
ES
[1]
Alkire
, Sco
tt. 2
002. Dictation
as
a languag
e
learning dev
i
ce.
Internet TESL
Jour
nal, Vol. VIII.
No. 3. Reterieved
from
:
http:
//i
teslj
.
org/t
echniqu
es/
A
lkire-Dic
t
at
ion
.
htm
l
[2]
Davis , P., and Rinnvolcri , M.
1988. Dictation : Ne
w
m
e
thods, new possibiliti
es. P.
7. Cam
b
ridge : Cam
b
ridge
university
press.
[3]
Bloomfield , L. 1942.
Outline
gu
ide
for
th
e pr
actical stud
y
of
lang
uages. B
a
l
timore: Linguistic so
ciety
of
America.
[4]
Oller, J. W. 197
9. Languag
e
tests at schoo
l. Lon
don: Longman.
[5]
Norris , W., R.
1993. Using creativ
e dictation to manage
, motivate
and activ
ate larg
e groups o
f
false b
e
ginner
s
.
Fukuoka Women’s Junior College Studies. Vol.
45: 71-82.
[6]
Farhad
y
, H.,
an
d Malekpour
, M
.
1997
. Diff
erent methods of scor
ing dictation
tests.
[7]
Reading Rock
ets , Fresh Top Ten Kids’ Books
. 2011. WETA Washington. D.C. R
e
triev
e
d from:
http://www.
readingRockets.
o
rg/strategie
s/dictation
[8]
Fisher , C., M. 2001. Dictation :
wh
at and how st
udents learn fro
m
it. Hesis sub
m
itted in parti
a
l
fulfillm
ent of th
e
art
in teaching
d
e
gree at Barttleb
oro , Vermont. R
e
trieve
d
from
:
ht
tp://
digi
ta
lcol
lec
tions.sit.edu/cgi/
view con
t
ent
[9]
Farhad
y
, H., an
d Khan
y
, R. 19
97. Transdictatio
n as a m
easure o
f
languag
e
proficien
c
y
.
In
translation
confer
ence,
Tabriz, Iran
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
I
J
ERE
Vo
l. 2
,
N
o
. 3
,
Sep
t
emb
e
r
:
1
2
9
–
134
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BI
O
G
R
A
P
HY
OF
A
U
T
HO
R
Moz
h
gan
Als
a
dat Gh
affarz
ad
eh
Has
s
a
nk
iad
e
h
graduated wit
h
M
A
degree in Teach
ing langu
age
in September
20
12. She h
a
s don
e some resear
ch
es
which
are un
der publication
or under r
e
view
. Her
research
interes
t
s lie in
teaching & testing
a
foreign language to prom
ote teaching/learning
processes. She is a teacher
in u
n
iversity
as we
ll as high school & enjo
y
s
teach
i
ng. In her
idea,
tea
c
hing
is first
l
y
an
art
then
a
jo
b.
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