INTEGRATING DICTATION ACTIVITIES IN THE FRENCH AS A FOREIGN LANGUAGE CLASSROOM IN BOTSWANA

Abstract

Research has shown that learners of foreign languages can improve their language competences through dictation activities. However, due to its close association with the grammar-translation approach of teaching foreign languages, dictation is ignored in language classes since the abandonment of this approach. The paper argues that, despite being characterised as going against communicative and action-based approaches of teaching foreign languages, dictation activities have an important role to play in these approaches and can effectively help improve learners’ proficiency in all the language activities: reception, production, interaction and mediation in oral and written form. The paper also explores some practical ways of integrating these activities in foreign language classes and will give some examples of dictation activities.