CHAPTER IX DICTATION Value of Dictation Exercises.-Dictation exercises in the adult classes are of exceptional value if handled skilfully. The novice in the English language should be given practice in writing the correctly formulated thoughts of others so that he will acquire skill in speaking and writing natural, original, and properly phrased English. The teacher should take great care both in the selection of dictation exercises and in the method of presentation. Selection of Dictation Exercises.-A short paragraph or story which the student can appreciate and understand is of far greater value than a series of isolated or unrelated sentences. A complete, interesting paragraph or anecdote appeals to the student and can be made vivid enough to be retained in thought. Whatever the student is called upon to write should train not only his mechanical powers for reproducing sentences in good English form but also his capacity for expressing ideas in English. A short, complete story unit can afford this practice in a delightful way. It can readily be seen how desertlike the dictation of isolated sentences is if contrasted with the above method of selection. Methods of Dictation.-Copy the paragraph, anecdote, or short story carefully on the board. Ask the students to read the entire selection silently, after which the teacher may call on individuals to tell the story. At this point she should assist the student in acquiring the meaning of the new words, and incidentally in using them in sentences. Furthermore, as the new words are developed, list them in a column on the board and call attention to their spelling. To give students practice in exact phraseology of the selection in hand, call on individuals to read orally. They will thus have become accustomed to the proper emphasis by the time the teacher actually gives the dictation. Before the dictation proper is begun, the selection should be entirely erased. See that each student is supplied with a note-book in which all dictation is kept. Whenever possible, complete sentences should be dictated. When, in more advanced work, sentences become too long to be given as a single unit, they should be carefully divided into phrases or clauses. In short, the proper relationship of words should never be broken. As students hear and are able to write phrases, clauses, and entire sentences they will naturally tend to speak in the same manner. Dictation work should always be corrected by the teacher. Do not let the student carry away a note-book that has not been corrected. The note-book is his pattern when away from the teacher and should contain only material that will emphasize or reinforce correct modes of expression. Words misspelled in dictation exercises should be listed and given as a spelling lesson. Conclusions on Dictation.-Dictation is valuable in that it develops the following points: 1. Ability to handle sentences rather than isolated words. 2. Directs attention to inflections of language. 3. Enlarges vocabulary. 4. Gives student practice in spelling. 5. Teaches student to punctuate. 6. Teaches student to capitalize. 7. Develops relation between spoken and written words. 8. Gives drill on vocabulary already acquired. 9. Gives wider knowledge of idiomatic English. Finally, dictation should not be considered as a detached exercise in language, but as a very definite means of developing correct, natural, and beautiful English speech. In the Appendix will be found paragraphs or anecdotes suggestive of the types of material which are most suitable for dictation in intermediate and advanced adult groups. If this type of material is not always suitable, selections may be made from content in history, civics, or geography lessons. CHAPTER X COMPOSITION The Value of Composition Work.-The discussion of dictation in the preceding chapter points out the high value of dictation exercises in assisting the student to master a new language. Once the student has learned to reproduce correctly the thoughts of others he should be encouraged to give attention to original expression and to rely more and more upon himself. This training in self-reliance in the language can be given through composition of a very simple nature. Those who have had opportunity to observe how mastery of language is attained, agree that much depends upon how the student has been taught to compose his thoughts. In the first attempts at original composition, the teacher must give definite guidance by helping the students to find material with which they are familiar and upon which they wish to express themselves. The next step is to direct them in making a logical arrangement of their thoughts. Oral discussion of a chosen topic, directed always by the logical questioning of the teacher, is one of the most effective aids to original expression. After the oral work is concluded, the questions could then be listed on the blackboard. Their order should be such that the answers combined consecutively will constitute a coherent, logical paragraph. As the students gain more and more independence they should be encouraged to rely upon |