Review article
https://doi.org/10.15291/csi.4304
Dictation in Teaching Russian as Foreign Language
Žana Modrić Hrabrov
; University of Zagreb, Department of Russian Studies, Zadar, Croatia
Abstract
This paper analyzes types of dictation in teaching Russian as a foreign language with reference to Russian as native language, including terminology in Russian. It clarifies the role of dictation within educational process, as well as its role in mastering writing as a productive language skill which is developed simultaneously with speaking whilst learning a second language, and in the context of writing dictation it is inseparable from the receptive language skill of listening. This paper contains examples taken from academic literature, as well as some of the author’s examples. Methodological literature notes the series of various dictations, but this paper focuses particularly on “traditional” dictations, among which there are visual, auditory, visual-auditory and self-dictation. Other varieties include creative, free, electoral, dictation with avoiding mistakes and dictation sentence. The most common one used whilst teaching Russian is auditory dictation which is conducted in three phases. Firstly, the whole dictation is read as to get the main point of the text. Secondly, each sentence is dictated and at the end the whole text is read once more in order to check what was written. In conclusion, each of the aforementioned varieties of dictation can be used in teaching Russian both as a foreign language and as a native language.
Keywords
dictation in teaching Russian language; phases of dictating; productive and receptive language skills; speaking; writing
Hrčak ID:
312276
URI
Publication date:
28.12.2023.
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