– Nominate students rather than waiting for volunteers. The student is then not responsible for being made to stand out from the group. – Give learners time to prepare an answer. Spontaneity may be ideal, but students will be more confident if they are given a moment to think about or even to write down […]
Arquivos de Categoria: Atividades
In cultures where the group is more important than the individual it is unacceptable to stand out either as a success or as a failure. Even with constant encouragement, it is difficult to break down entrenched attitudes and beliefs, and certain strategies may be required: – Nominate students rather than waiting for volunteers. The student […]
In many cultures, students are not encouraged to volunteer information or ask questions while in others the teacher is seen as the sole provider of knowledge. The problem is reinforced by the fact that many units in course materials begin with open elicitation questions which create the possibility of making grammatical or pronunciation errors and […]
While eliciting clearly contributes to student involvement, it does not always produce the desired or expected results. Questions such as ‘Who can tell me something about….?’ may be greeted with stony silence. Students are wrongly labelled as lacking knowledge or being too shy when there are often cultural reasons for their reticence. In many cultures, […]
Cultural considerations While eliciting clearly contributes to student involvement, it does not always produce the desired or expected results. Questions such as ‘Who can tell me something about….?’ may be greeted with stony silence. Students are wrongly labelled as lacking knowledge or being too shy when there are often cultural reasons for their reticence. In […]
Eliciting helps to develop a learner-centred classroom and a stimulating environment, while making learning memorable by linking new and old information. Eliciting is not limited to language and global knowledge. The teacher can elicit ideas, feelings, meaning, situations, associations and memories. For the teacher, eliciting is a powerful diagnostic tool, providing key information about what […]
– Questioning assists in self-discovery, which makes information more memorable. Eliciting helps to develop a learner-centred classroom and a stimulating environment, while making learning memorable by linking new and old information. Eliciting is not limited to language and global knowledge. The teacher can elicit ideas, feelings, meaning, situations, associations and memories. For the teacher, eliciting […]
– The teaching of new knowledge is often based on what the learners already know. – Questioning assists in self-discovery, which makes information more memorable. Eliciting helps to develop a learner-centred classroom and a stimulating environment, while making learning memorable by linking new and old information. Eliciting is not limited to language and global knowledge. […]
– Collectively, students have a great deal of knowledge, both of the language and of the real world. This knowledge needs to be activated and used constructively. – The teaching of new knowledge is often based on what the learners already know. – Questioning assists in self-discovery, which makes information more memorable. Eliciting helps to […]
Eliciting is based on several premises: – Collectively, students have a great deal of knowledge, both of the language and of the real world. This knowledge needs to be activated and used constructively. – The teaching of new knowledge is often based on what the learners already know. – Questioning assists in self-discovery, which makes […]