Exploring the Effectiveness of a Reading-dictation Task in Promoting Chinese Learning as a Second Language

  •  Liu Li    


Dictation has long been recognized as a valid testing device and practical teaching technique in second language (L2) teaching and research. Yet recent years have witnessed an increasing use of integrated tasks in language education. This paper attempts to combine dictation with a reading activity and thereby explores the effectiveness of a reading-dictation integrated task, as compared to a dictation-only task in facilitating Chinese learning as a L2. Results of a quasi-experimental study showed that in reading-dictation, participants produced a higher number of correct characters and made less use of pinyin for support; homophone errors and comprehension errors were noticeably reduced. In addition, feedbacks from an interview verified participants' positive attitudes towards the reading-dictation task. Pedagogical implications of this study were subsequently discussed, in relation to Chinese L2 teaching in general and orthography teaching in particular.

This work is licensed under a Creative Commons Attribution 4.0 License.
  • ISSN(Print): 1925-4741
  • ISSN(Online): 1925-475X
  • Started: 2011
  • Frequency: quarterly

Journal Metrics

h-index (January 2020): 32

i10-index (January 2020): 125

h5-index (January 2020): 16

h5-median(January 2020): 25

(The data was calculated based on Google Scholar Citations. Click Here to Learn More. )