| This study explored the effects of dictogloss and traditional dictation on Chinese non-English majors’English writing ability. Based on relevant theoretical and empirical studies on dictogloss and traditional dictation at home and aboard, the present study attempted to address the following questions:(1) Is dictogloss beneficial to improve non-English majors’English writing ability? (2) Is dictogloss more effective than traditional dictation in improving non-English majors’English writing ability? (3) What are the different effects of traditional dictation and dictogloss on non-English majors’English writing competence?The experiment was carried out with 60 non-English majors from Shandong Foreign Trade Vocational College and with two writing topics of College English Test Band 4 as test materials. Experiments and interviews were made to study the effects of traditional dictation and dictogloss on non-English majors’English writing competence and students’attitudes towards dictogloss.The results show that:(1) Dictogloss is beneficial to improve non-English majors’ English writing ability. (2) Dictogloss is more effective than traditional dictation in improving non-English majors’ English writing ability, and dictogloss also improves learners’initiative and cooperative ability. (3) In terms of content and organization, dictogloss is more effective than traditional dictation. But in terms of vocabulary and language use, the effects of these two methods are not significant. Traditional dictation also improves the competence of vocabulary and language use.This thesis consists of five chapters. Chapter one is the brief introduction that presents the background of the study, purpose and significance of the study, and the structure of the study. Chapter two displays the definitions of dictogloss and traditional dictation. The basic theories of dictogloss are presented, and the relevant studies about application of dictogloss in the second language teaching at home and abroad are reviewed. Chapter three is about the methodology of the experiment, which includes research questions, subjects, instruments, procedure and data analysis. Chapter four is the results and discussion of the experiment, which discusses the results of the experiment and gets relative conclusions. Chapter five presents implications of the study, the limitations of the study and provides suggestions about dictogloss in second language teaching in the future research.. |
