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Sequencing Literacy Instruction in Japanese Elementary School English Classes : Using the MEXT-Designated Hi Friends+ Materials Effectively
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Outcomes of a Problem-based Foreign Language Module at a Japanese Elementary School
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Pre-service Teachers' Reflections on a Repeated Dictogloss Activity
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In: 0454613Ｘ (2009)
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Abstract:
This paper explores the reflections of pre-service teachers at the end of a series of dictogloss activities. Final assignments revealed that students were able to identify linguistic gaps and speak of them in formal linguistic terms. They identified their own language processing problems as of two broad sorts: those caused by an inability to pick up weakly stressed forms and those related to applying limited attentional resources to realtime listening. Students also showed an awareness of their own strategies for constructing meaning. However, despite identifying their own problems, showing awareness of their own processes for meaning construction and having the opportunity to apply feedback immediately to the next dictogloss, most students did not believe themselves to have improved in their abilities to fill the gaps they had identified. The activity was generally felt to be difficult. Perhaps due to this experience, students were able to come up with a variety of ways to adapt the activity to be more suitable to the context and level of junior high school. These student reflections formed the basis for recommendations for improving future dictogloss activities and for planning future research.
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Keyword:
837; dictogloss; focus on form; output; teacher training
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URL: http://hdl.handle.net/2298/13746
https://kumadai.repo.nii.ac.jp/?action=repository_action_common_download&item_id=23273&item_no=1&attribute_id=21&file_no=1
https://kumadai.repo.nii.ac.jp/?action=repository_uri&item_id=23273
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