ELICITATION

 

ELICITATION is drawing out specific information, language, ideas from Ss (e.g. topic, words, structures, correction).

Types of elicitation:

1. directive (direct questions)

2. cued (e.g. with the use of flashcards)

3. indirective (Ss are unaware of elicitation)

 Tips on elicitation:

• make sure Ss have the knowledge you want to elicit
• state exactly what you want Ss to do
• give Ss enough time to come up with answers
• start with what Ss know
• don’t be afraid of silence

 

 

 

 

Positives of using elicitation:

• Ss’ attention
• Ss’ participation
• Ss’ involvement
• Ss think about the language
• Ss talk more
• elicitation helps Ss take responsibility for their learning process
• T gets the information about Ss’ knowledge
  

 

 

 

 

 

 Negatives of elicitation:

• time-consuming
• you can’t elicit what Ss don’t know
• T may wrongly think all Ss know something if a few do 

 

 

 

Steps of eliciting:

 1. T conveys a clear idea to Ss (using pictures, questions, gestures, etc.)

2. Ss supply the appropriate language, ideas, information

3. T provides feedback

 Elicitation Techniques:

• face
• body language
• words
• questions
• intonation

 

 

 

 

 Elicitation Strategies:

• use a lot of body language
• rephrase questions
• give more than one chance to answer a question
• remain silent when Ss think
• if S1 can’t answer, ask S2
• use effective question (“Does anybody know...?”)
• use encouraging phrases (“Well done”)
• encourage further giving prompts
• use intonation to indicate incorrect part(s)
• don’t provide the answer immediately
• make Ss try to correct themselves
• reject wrong answers tactfully

 

 

 

 

 

 

 

 

 Easy ways to give prompts:

• use simple definitions
• exemplify
• echo for correction
• echo for encouragement
• echo for confirmation
• use WH- questions
• use Yes/No questions
• use elliptical questions
• use commands
• use contextual cues
• use situational cues
• use lexical prompts
• use visual aids

 

 

 

 

 

 

 

 

 

 Types of Questions in Elicitation

Type of Question	Positives	Negatives
Yes / No	check understanding (at lower levels) build confidence explore availability of a new topic	Ss do not talk lack of real communication
Alternative	build confidence draw direct attention to what T wants
Facts & Info (Wh- Questions)	boost production give an opportunity for discussion	Ss give short answers conversation may be unnatural
Intonation	reduce the effect of directness	may sound unnatural

Requests	elicit information natural conversation boost production	sometimes too open
Prelude	build confidence natural introduce the topic
Hypothetical	good for higher levels	may be too challenging
Rephrased	ensure comprehension	too often change the meaning
Statements with question tags	elicit a situation, position	confusing for lower levels may be considered “confrontation”

 

 

Bibliography

Bartram, M. and Walton, R. 1991. Correction. Mistake Management. Language Teaching Publications: 1991.

Brumfit, C. 1994. Communicative Methodology in Language Teaching. Cambridge: Cambridge University Press. 

Byrne, D. 1990. Teaching Oral Skills. Harlow: Longman.

Byrne, D. 1990b. Teaching Writing  Skills. Harlow: Longman.

Harmer, J. 2001. The Practice of English Language Teaching.  Harlow:  Longman.

Ur, P. 1996. A Course in Language Teaching. Cambridge: Cambridge University Press.

• « poprz.
• nast. »