Study on the Application of Dictogloss in Senior High School English Listening Class

Abstract

As society moves forward, the importance of listening in English has become a social consensus. However, listening in English has been neglected in important exams, with students finding it the most difficult skill to acquire. This study takes dictogloss in senior high school English listening class as the research object. First, dictogloss can activate the prior knowledge of students. Second, it encourages interaction and communication, which can develop students' negotiation and communication skills. What’s more, dictogloss requires group work. Moreover, dictogloss gives students the freedom to use and practice their own language. This paper aim to analyze domestic and international research on dictogloss, introduce definitions, theoretical foundations, characteristics, advantages of dictogloss, and summarize some principles for improving the effectiveness of applying dictogloss in high school English classes. To better apply dictogloss, teachers need to select meaningful listening material with moderate difficulty, activate prior schema of students, ensure effective group work, and treat student errors seriously. With this research, high school teachers can apply dictogloss to classroom instruction and improve the effectiveness of listening instruction.