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Elicitation

Elicitation

Definition:
Elicitation is a kind of deduction of answers for some questions that are asked by the teacher to his learners. The method of induction is not praised. The teacher lets the learner think and guess to share participation with others positively.
Eliciting or (elicitation) is a technique which enables the teacher to get learners to provide information rather than give it to them.

The teacher applies the process of deduction . Learners can deduct the piece of information by himself through guessing, thinking, imagination and so on.

Uses:

1-The teacher uses this method of teaching to enable his learners to get the vocabulary, guess its meaning , use it in a sentence, give a synonym to it and function it in his daily life.

2-The teacher uses it to brainstorm a topic at the start of a skills lesson.

3- The teacher uses it to get learners to actively produce speech or writing.

Its benefits:
Eliciting is based on several premises:

It activates the knowledge of the learners to be used constructively.

It supports the background of knowledge the learner has.

It assists in self-discovery and makes information memorable.

Eliciting helps to develop a learner-centered classroom and a stimulating environment,

It helps the teacher to elicit ideas, feelings, meaning, situations, associations and memories.

Eliciting also encourages teachers to be flexible and to move on rather than dwell on information which is already known.

Tools for eliciting
Language and ideas cannot be elicited without some input from the teacher, and eliciting is certainly not an excuse for not presenting language in a clear context. Students also need prompts, associations and reminders in order to jog their memories.

Examples:

Often, the teacher provides stimulus using visuals or the board. When working on the simple present for daily routines, for example, a picture or drawing of a house and a clock combined with mime can be used to elicit both the names of household items and common verbs:

T: Six o'clock. Where is she?
S: Bed
T: Yes, she's in bed, sleeping. Seven-thirty, every day?
S: Get up
T: Good, she gets up at seven-thirty. Eight o'clock, every day?
S: Eat. Breakfast
T: Well done. Listen: She has breakfast at eight o'clock

The teacher may also model new structures or lexis before it is introduced as the target language:

T: Do you like oranges?
S: Yes (I do).
T: Do you like apples?
S: Yes I do
T: Do you like bananas?
S: No (I don't)
T: What's the question? Ask me.

A situational dialogue, example sentences or a listening/reading text may provide the context from which the target language is elicited. In this case, the teacher is asking the learners to notice how a particular function is expressed, and eliciting is combined with concept questions. In a text or dialogue about the future:

T: Is he talking about the past, present or future?
S: Future
T: Does he know about the future?
S: No
T: Right. It's a prediction. What verb does he use?
S: Will
T: Good. Can you give me an example?

Eliciting ideas and background information also requires input. This may come from a teacher's anecdote or story, a text, pictures, or a video, and involves the sharing of knowledge between teacher and learners.

Tips for eliciting

Eliciting should be used regularly whenever it is necessary and appropriate.

Silence or incorrect answers suggest that input is required from the teacher.

Ask a variety of students to repeat a good answer.

Give feedback to each answer with gestures or short comments.

Eliciting differs from Socratic questioning in that it is designed to find out what the learners know rather than to lead them to a conclusion which only the teacher knows.

Learners can elicit from each other, during brainstorming activities.

At lower levels, more guided questioning is needed. Back
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Elicitation.