The aim concerning this chapter or study search out outline the principles of the pedagogical method called dictogloss, and to share me's results from an experimental communication using this method. While English Language Teaching (ELT) frequently focuses on established education approaches like Presentation, Production, and Practice (PPP) or Test-Teach-Test (TTT), many EFL professionals do infrequently experiment with less accepted methods such as Dictogloss, Silent Way, or Task-Based Language Teaching (TBLT). While an general approach to teaching English can help obtain lesson aims better, having a more in-depth understanding of distinguishing approaches and techniques can better teachers' professional abilities. Dictogloss is one such approach that can merge all skills and various linguistic articles in planning and delivering ELT communication. In fact, dictogloss is a constructive knowledge method that blends terminology skills to a degree listening, speaking, study, and writing and word systems permissive students listen to assortment of topics, take outline, interact, collude, draft, re-draft and present their work, and the method enhances learners’ practical learning through an best classroom date. The writer’s/ the teacher’s experiment with the approach of dictogloss and reflections are compiled in this member. This chapter, thus, condenses the author's experience of utilizing dictogloss in English Language Teaching and Learning (ELTL), a brief review of relevant biography, the objectives of the exploratory lesson, verdicts and analysis, recommendations, and judgment. Overall, this qualitative study on the exploratory dictogloss lesson and allure reflections conclude at a helpful note and provides ELT artists, researchers, and scholars with valuable insights into this design of dictogloss.
Author(s) Details:
Jayaron Jose,
University of Technology and Applied Sciences,
AlMusannah (UTASA), Oman.
Please see the link here: https://stm.bookpi.org/RHLLE-V6/article/view/10803
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