There is also a research paper on dictations and pragmatic expectancy grammar by my friend and colleague Francisco Zabala that also discusses these issues. ![]() In this respect, I attended some thought-provoking talks at the conference in UNSAM by professors at Universidad de La Plata and also Universidad del Comahue, who presented some very interesting activities to contextualise dictations and make them "meaningful". ![]() I do, in general, provide a short context, but as students have so many "on-the-task" concerns, as they are, in fact, being assessed through dictations, there is no room for meaning. What I notice in my students' dictation papers is that their focus is so greatly placed on the form, that they sometimes fail to decode certain items or whole utterances because they are not making sense of the meaning. Who knows, I may introduce some big changes to my 2015 courses.). (I do have alternative ideas to test these skills, however. I have to admit I am not a big fan of dictations, myself, though I somehow acknowledge their contribution to the course and to the learning process. These experiences led me to think about my Phonetics II dictations.
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