– Encourage rather than correct. When eliciting language, comments such as ‘nearly right’ and ‘try again’ are more constructive than ‘no, does anyone else know the right answer?’ Try not to correct when learners are volunteering background information about a topic – confidence-building, not accuracy is important here.[…] Conclusion The success of eliciting depends largely […]
Arquivos de Categoria: Atividades
– Ensure that there is no right or wrong answer involved. General questions such as ‘What’s your favourite colour?’ or ‘What kind of music do you listen to?’ are more likely to produce answers than those requiring specific knowledge. – Encourage rather than correct. When eliciting language, comments such as ‘nearly right’ and ‘try again’ […]
– 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 an answer. – Ensure that there is no right or wrong answer involved. General questions such as ‘What’s your favourite colour?’ or ‘What […]
– 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 […]
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 […]