WEBVTT

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I'm not gonna go the whole sequence
of steps that go through a dictogloss.

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I'm just gonna go straight for the main
part of a dictogloss in order for you

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to see what you're faced with or what you face
your students with when you give them some kind

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of activity along the lines
of what I'm gonna do now.

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So for this I'm gonna need you to actually
get a piece of paper, a pen or pencil.

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And what I'm going to do is to read
to you a text which I'm gonna read

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at normal speed, normal reading speed.

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What you have to do is to take notes
and reconstruct the text eventually.

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So the first thing you can do, the only thing
you can do at first is just jot down notes,

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words, whatever you can remember and figure
out way to get the basics of the text in order

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for you to then go back, read it, and
try to reconstruct it, right, okay.

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So let's get started, that's-- right, questions?

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No.

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[ Inaudible Remark ]

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>> Do you know what you're doing?

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[ Inaudible Remark ]

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>> It's gonna be in English,
gonna be in English.

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[ Laughter ]

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>> No I've-- I want you to produce
something we can actually discuss eventually.

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[ Laughter ]

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>> I know some of you can do it quite
well but some others might be challenged.

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They were challenging me on German, my German,
my two semesters of German and I grew up here

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so I know how it feels so I'm not gonna
do that to you, okay, ready to start?

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Okay. The dictogloss is a teaching
procedure that involves the speedy dictation

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of a short text to a group of language students.

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The students take notes during the reading of
the text and then, working in small groups,

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proceed to piece together the
text as a cooperative endeavor.

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This is achieved by the pooling of the group's
notes and the making of grammatical decisions

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about the text; specifically about word choice,

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sentence formation, and cross-sentence
connections.

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Finally, after each group has produced its own
version of the text, the whole class reconvenes

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and the groups' versions
are analyzed and corrected.

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Now typically in a class,
we have a procedure to lead

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to this particular segment
then the text is read twice,

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the students are given many chances
to actually get to the point.

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And of course, you can manipulate
a number of things.

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You can decide which grammatical
points you bring to the class

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for discussion in the text, et cetera.

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But again, for the-- this is just for the
sake of you to go through this process

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and to see what I'm trying
to convey to you in terms

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of this notion of output processing, you know.

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So I'm gonna ask you now to-- for
a couple of minutes to work on this

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as if you were the student
trying to reconstruct the text.

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And you can work in pairs.