It is often argued that dictation is a fundamental element to be used in teaching a second language.

We are told that there are several ways of making dictation more interesting than it actually is. We can use read and run techniques with children, we can ask class members to dictate to each other, or we can use dictation as an introduction to a new grammar aspect or topic group. In employing these methods, we, as teachers/trainers, have livened up a fairly dull routine exercise.

I would like to suggest that more modernly trained second language teachers do NOT generally use dictation in the classroom.

A main reason for refusing to do dictations in the classroom is the fact that this type of skill is not a real listening skill. What do I mean by this? At virtually no time in our lives, in any language, does anyone ask us to sit down and write the exact words that are being spoken. It does not happen; in this sense, dictation is a redundant skill.

When we navigate the insides of an airport, we need to comprehend the information that pertains to our flight. When we order something to eat, we need to produce and understand language relevant to that particular cultural exchange. When we ask directions, we may need to decipher a lot of hand waving and muddled language production. What we need to do is skim and scan for effective understanding. So, why are language teachers continually trying to revive semantic precision as an essential skill?

1. The first reason is the security that it gives to a learner. She may think that is what has been said and this is what I have written. I am right, I have learnt.
2. The second reason is that it gives security to the teacher. It is very closely controlled activity and does not allow for unpredictability or imagination. This is what I am giving you and this is what you get. I will lead my proverbial horses to my proverbial water. I remember being told when I first started teaching to teach a little well rather than a lot badly. This argument does not bear examination and quite frankly appears to be a bit dated.
3. The third reason is that it is EASY as lesson content or as a testing technique. In Italian universities the dictation, in all languages, is used as a way of taking students out. i.e. eliminating those students who do not reproduce the language with pinpoint accuracy. This is due to a whole series of political and socio-economic factors that I do not intend to get involved with here.

What really happens is that the dictation confirms a student’s insecurity with relationship to the second language and reinforces the idea that she must understand every phoneme and morphological entity to be engaged in effective communication. We are feeding insecurity rather than encouraging students to live with that insecurity or negotiate that insecurity.

In conclusion, using dictation is not helping or learners to live practical situations or to comprehend less logical and schematic communication. It is an activity that does not help them to live in the real world. There are lots of other communication or idle chit-chat activities that are much better suited to the classroom. It can be used occasionally or incidentally, but should not become a constant in the classroom, nor should it be used to test learners. We have moved beyond that point (or at least most of us have).