Techniques for Eliciting

What is Eliciting? Synonyms: searching, drawing out, discovering,

realizing, understanding. Eliciting is a technique used by the teacher
during the lesson that involves the language learner in the process
of discovering and understanding language.
Anything in the lesson can be elicited: vocabulary, grammar,
experiences, and ideas. The objective of eliciting is to allow the
learners the chance to participate in the learning process by letting
them express their acquired or intuitive knowledge, and through
critical thinking which will enhance their language abilities by
adding to what they already know.
To understand what effective eliciting is, it will help to know what it is
not. Eliciting is not asking, What does ________mean? It is not a
you should know this question similar to that used by a teacher in
an academic setting. It is not a vague, trivia-based question in
which the learner must provide some definition similar to a word
game or puzzle. Eliciting draws out what the learners know through
their relationship to the words they understand. But further than that,
it allows the teacher to see what the learner knows, and so permits
the teacher to add to their knowledge.
The key to successful eliciting lies in an artful interaction between the
teacher and the learner. There is no special time for eliciting to
occur during the lesson. It can be used as neededduring any of
the engage, study and activate sections of the lesson.
Eliciting Lexis (Vocabulary) Lets say that there is a text about the
common cold. Lets say you want to present this reading to your
learners. How can you prepare them to wholly understand the text?
By engaging them through eliciting, you can start talking about
health in general and then more personally and specifically: For
example, the teacher elicits:
What kinds of health problems are common in most people?
What kinds of common health problems do you suffer from?
Within text, you will need to determine the key lexis or vocabulary for
this reading. You will decide on the key lexis based on your
knowledge of your learners and what you feel is essential for them to

understand, before they read, in order to get the gist of the text.
Some of the words they may already know, some may be new to
them. Whatever the case, you will try to get your learners to use
these words in order to show they understand them. Otherwise, you
can use them yourself interactively through discussion of the theme,
by asking questions and using the key words in context.
For the example of a text on the common cold, you could start by
having your learners will start out by providing you with some of the
basic, general language about common illnesses---words and
phrases they know already. You can write these words and phrases
on the board as they bring them up, organizing them into parts of
speech: nouns, adjectives, verbs, etc. Later, youll be able to erase
all but the key words located in your text.
For example, lets assume that most of your learners know the words
a cold and a virus, but you arent sure they know the verb, to
spread. The teacher elicits:
A virus can spread colds. What other illnesses can be spread?
Assuming the learners already know the meaning of colds and/or
virus, they can deduce the meaning of SPREAD from context. If the
teacher adds a gesture to show SPREAD (I.e., using your hands to
sweep across the room is a spreading gesture), then the learners will
most certainly access meaning.
The teacher shouldnt assume, however, that the learners have
understood the word(s) by the assent of the learners (by their saying
only the word, or merely nodding their heads). The teacher will then
want to CONCEPT CHECK meaning by asking something like, What
other illness can be spread? The teacher should expect to hear
something like, the flu can be spread, or malaria, or AIDS. By doing
this, the teacher ensures that everyone has understood its precise
meaning (see Concept Checking).
Eliciting is often used to pre-teach key vocabulary (words that will
appear in the study and activate stages of the lesson). In doing this
stage interactively, with the teacher and the learners collaborating
and negotiating language (teacher draws out, learners discover,
and together you arrive at understanding), the learners will more
likely hold onto the meaning of these words not only in the lesson,

but beyond it.

Effective eliciting of lexis can enhance the learners overall
understanding of a lesson, especially in reading and listening
lessons. Effective ways to elicit:

Ask, What is another way to say ______? For example: What

is another way to say that you are very, very hungry? (I'm
starving)
Provide a simple definition. For example: It is something that
we drink hot coffee and tea out of. (a mug)
Act it out. For example: Wipe your brow and pretend to fall.
Then ask, What did I do? (I fainted)
Ask, What is the opposite of ______? For example: What is the
opposite of tall? (short)
Use a visual. For example: Shoe a picture of two people who
look the same and ask, What do we call two people who look
the same? (identical twins)

How to give classroom instructions effectively to students

One of the most difficult things to get right is how to give instructions
to students so they can succeed in all learning activities and so your
lessons run smoothly.
What might seem really clear to you as the teacher might be
confusing for students - and often with confusion comes frustration,
and the next step is student behavior that disrupts the planned
learning.
Here are some tips to help you give classroom instructions that send
the right messages to students so that they have no excuse for not
doing as you ask.

Make sure your students are silent [that means all of them
absolutely silent] and fully focused on you before you explain
any instructions.

If it's a new class you may need to spend some time explaining
and modelling the kinds of behavior that will prove they're
really paying attention to you: eg watching you, listening in
silence, sitting or standing still.

Explain clearly and precisely when giving classroom

instructions what you want students to do.

For example, if you want them to find some information from a

worksheet, compare answers with a partner, and then show
their understanding by creating a poster to include all relevant
details ... that's what you tell them...... be specific about the
sequence you want them to follow, make it clear how long
you expect them to spend on a particular activity, specify
precisely what kind of details you want to see in their posters,
explain the alternative ways of presenting the poster etc. leave nothing to chance.

Give them a clear signal when to start, don't let anyone start
until you've given the signal, and make sure they know what
your signal is for interrupting them if you have to, so they can
stop and listen to you in silence again.

If the process is complex it may be better to give classroom

instructions in stages - too much information at one time can
cause unnecessary confusion which will impact negatively on
the activity.

Don't assume that just because students were silent that all
were listening carefully to your instructions: check
understanding by asking a few students to repeat your
instructions back to you, before beginning the activity.

If equipment is being used, explain the safety rules and

guidelines very clearly and the procedures to follow in case of
mishaps. [Note: if equipment is used a lot it's worth spending
some time early in the school year on health and safety
procedures so students get into good habits early on]

During the activity, make a point of acknowledging those

students who are doing what you asked - it reinforces how

important these procedures are, and can encourage other

students.

It's really important when you give classroom instructions for

you to be firm but approachable - you don't want any student
to be prevented from completing an activity because they
don't fully understand, but are too afraid to ask you for help. A
good, positive relationship with your class, built up over time,
will lead to your students trusting you and you being able trust
them.

Estos son algunos consejos que le ayudarn a dar instrucciones de

aula que enviar los mensajes adecuados a los estudiantes de
manera que no tienen excusa para no hacer lo que me pides.
Asegrese de que sus estudiantes estn en silencio [es decir,
todas ellas absolutamente silenciosa] y totalmente centrado en ti
antes de que explique las instrucciones.
Si se trata de una nueva clase puede que tenga que pasar algn
tiempo a explicar y modelar los tipos de comportamiento que
probarn que estn realmente prestando atencin: por ejemplo,
que le mira, escucha en silencio, sentado o de pie todava.
Explicar con claridad y precisin al dar instrucciones en el aula lo
que desea que los estudiantes hagan.
Por ejemplo, si quieres que encuentren alguna informacin de
una hoja de clculo, comparar las respuestas con un compaero, y
luego muestran su comprensin mediante la creacin de un cartel
de incluir todos los detalles relevantes ... eso es lo que usted les diga
...... ser especfico acerca de la secuencia que desea que sigan,
dejan claro cunto tiempo usted espera que ellos gastan en una
actividad en particular, especificar con precisin qu tipo de
informacin que desea ver en sus carteles, explicar las formas
alternativas de presentacin del cartel, etc - dejar nada al azar.
Darles una seal clara de cundo comenzar, no dejes que nadie
empieza hasta que haya dado la seal, y asegrese de que saben
lo que su seal es por interrumpir si es necesario, para que puedan
detenerse y escuchar a usted en silencio de nuevo.

 Si el proceso es complejo, puede ser mejor para dar instrucciones

en el aula en etapas - demasiada informacin a la vez puede
causar confusin innecesaria que tendr un impacto negativo en la
actividad.
No asuma que slo porque los estudiantes estaban en silencio
que todos escuchaban atentamente sus instrucciones: comprobar
la comprensin haciendo a algunos alumnos a repetir sus
instrucciones de nuevo a usted, antes de comenzar la actividad.
Si se est utilizando el equipo, explicar las reglas y directrices de
seguridad muy clara y los procedimientos a seguir en caso de
percances. [Nota: si el equipo se utiliza mucho vale la pena gastar
un poco de tiempo al principio del ao escolar sobre los
procedimientos de salud y seguridad para que los estudiantes se
meten en los buenos hbitos desde el principio]
Durante la actividad, hacer un punto de reconocer a los
estudiantes que estn haciendo lo que usted pidi - que refuerza la
importancia de estos procedimientos son, y puede animar a otros
estudiantes.
Es muy importante cuando usted le da instrucciones en el aula
para que usted sea firme pero accesible - usted no quiere cualquier
estudiante que se impidi completar una actividad, ya que no
entiende completamente, pero eres demasiado miedo de pedirle
ayuda. Una buena relacin, positiva, con tu clase, acumulado con
el tiempo, llevar a sus estudiantes confiando en usted y usted que
puede confiar en ellos.

Giving Instructions
Giving instructions in the ESL classroom is often problematic because
of the quantity and the complexity of the language used. Complex
instructions are very difficult for students to follow and may lead to
the students being unable to complete a task simply because they
could not understand what was expected of them.
It is a good idea to plan your instructions when you first start
teaching. This will ensure that you select simple and concise

language and omit any unnecessary information. Provide the

students only with the instructions that they need for the immediate
task at hand. Giving instructions for all the steps in a sequence will
only lead to confusion.
Ensure that you have the full attention of the class before you give
instruction so that everyone is aware what is expected of them. This
will also save you from having to repeat yourself.
Wherever possible, demonstrate by example rather than
attempting a lengthy explanation. Developing gestures may be a
good way of saving yourself from repeating instructions.
Always check for understanding. An easy way of doing this is by
asking some of the students to explain to you what they are going to
do.

Dar instrucciones
Dar instrucciones en el aula de ESL es a menudo problemtico
debido a la cantidad y la complejidad de la lengua utilizada.
Instrucciones complejas son muy difciles para los estudiantes a
seguir y pueden llevar a los estudiantes al no poder completar una
tarea, simplemente porque no podan entender lo que se esperaba
de ellos.
Es una buena idea para planificar sus instrucciones cuando
empiece la enseanza. Esto asegurar que usted seleccione un
lenguaje sencillo y conciso y omite cualquier informacin
innecesaria. Proporcionar a los estudiantes slo con las instrucciones
que se necesitan para la tarea inmediata en cuestin. Dar
instrucciones de todos los pasos en una secuencia slo conducir a
la confusin.
Asegrese de que tiene toda la atencin de la clase antes de dar
la instruccin para que todo el mundo es consciente de lo que se
espera de ellos. Esto tambin le ahorrar el tener que repetirse.
Siempre que sea posible, demostrar con el ejemplo en lugar de
intentar una larga explicacin. Gestos en desarrollo pueden ser una

buena manera de salvar a s mismo de las instrucciones que se

repiten.
Siempre comprobar la comprensin. Una manera fcil de hacerlo
es preguntando a algunos de los estudiantes a explicar a usted lo
que van a hacer.

Eliciting
Students often know a lot more than teachers give them credit for.
Instead of simply conveying information to the class, it is a good
idea for teachers to involve students in the learning process.
Teachers can do this by a process of questions and answers in order
to move forward. This is done by eliciting or extracting from the
students what they already know. With student involvement in the
actual outcomes of the lesson, teachers can work at the pace of
the students, thereby discovering areas of difficulty.
For Example: A teacher is working on prepositions. The teacher
shows the students a book and places it on the table in front of the
classroom. The teacher then writes the sentence, 'The book is ______
the table.'
Correcting Errors and Feedback:
Correcting Errors:
Students should be encouraged to take risks. Errors provide
evidence that a student is in fact making an attempt to experiment
with the use of language. How a teacher goes about correcting
errors is determined to a large degree by the aims of the activity in
question. If the main aim of the lesson is to improve the accurate
use of the English Language, then immediate correction would be
appropriate. If, on the other hand, the main objective of the lesson
is fluency, then immediate corrections would interrupt the normal
flow of ideas. There are various ideas available to the teacher in
order to correct errors in the classroom.
Feedback

It is essential for the teacher to get feedback from the students after
each task set. This will provide the teacher with a clear idea as to
whether the students have understood the language item and
whether further explanation and practice is required. The teacher
may simply select different students to answer questions from the set
task or write the answers on the white board. It is important for the
teacher to explain difficult items and ensure that the students have
an adequate understanding before moving on to the next task.
Students should be encouraged to correct their own work, making
notes if necessary.
Drills and Checking Understanding
Drills
Drills are a form of controlled oral practice of certain language items
presented by the teacher. Drills are usually highly controlled by the
teacher but there may be variations presented with more
communicative activities. These may be less controlled, allowing for
more student creativity. The philosophy of drills derives directly from
the behaviourist theory of learning: habits are formed by a process
of stimulation response reinforcement. This is done over and
over again and is often referred to as the audiolingual method.
The drill is simple repetition:
Checking Understanding
We can't simply assume that all learners have understood all things
all the time no matter how clear the language focus stage was. It is
important to check that students understand
the instructions or the task that has been given to them. Do not ask
students "Do you understand?" Perhaps you could ask, "Is everyone
clear?" Most students will say that they understand even if they do
not. Students do not want to appear 'stupid' in front of the class nor
do they want to appear to 'loose face' (particular to Asian cultures).
If you do not check understanding, students will often work through
an exercise or task unaware that they are doing it incorrectly. During
the feedback stage of the lesson, students will realize that they have
misunderstood, leading to a loss of confidence. Those students who
don't understand are usually convinced that they are the only ones
who do not and will not want to openly admit it.

Pair and Group Work

In English Language Teaching, we are usually involved in whole
class, individual or pair/ group work. Pair and group work, when
planned and well organized, is an excellent vehicle for the
promotion of learning. Minimal intervention during pair and group
work activities is known as an interactive approach to language
learning. Mingling is an activity where the whole class gets up and
walks around, as at a party, meeting each other and talking with
different people, moving on when they need to. There are many
ways of organizing pair and group work in the classroom.
Monitoring Classroom Activities
Monitoring is not only important but vital in order to assess how the
students are coping with a particular activity. It also gives you an
opportunity to take some notes on any areas
of pronunciation, vocabulary and grammar which may be causing
difficulties. The teacher is seen merely as a supervisor, facilitator and
listener. While monitoring a classroom activity, you can walk slowly
around the classroom and listen to the students' conversations.
Alternatively, you can sit near a pair or group taking care to remain
in the background so that the students do not direct their
conversations to you. Try not intervene, but be ready to add some
vigor to conversations which seem to petering-out thus adding
some new life. You may want to ensure that certain students are not
monopolizing the conversation. You may offer some praise and
encouragement where appropriate. You can write any
pronunciation difficulties, vocabulary and grammar points on the
white board for explanation and discussion at the end of the
activity.
Managing a Class
The teacher's job is to create a productive learning atmosphere and
to know their subject matter. Vital in doing a good job are:
1. Planning i.e. thinking out how you will manage the class as well as
researching what you are teaching.
2. Sensitivity to what is happening in the classroom. Managing a
class successfully involves consideration of the physical environment,

rapport with the students and the student's individual sense of

belonging to a group and their sense of progress. Asking oneself
pertinent questions at the planning stage will enable a teacher to
create a learning environment.
Potential Problems in the classroom
There are various ways in which English Language Teachers
unintentionally restrict or prevent the learning process. We are all
guilty of a number of these and it is only with a conscious effort and
over a period of time that we are able to avoid these common
pitfalls.
Teacher Talking Time (TTT). Teachers often talk far too much which
allows for fewer opportunities for the students. When faced with a
question in class, a student requires time to process what is required
of them and to prepare an answer. Give students ample time to
prepare a response and don't feel awkward by long periods of
silence.
The Echo Effect. Teachers often repeat what a student says in
class - the echo effect. This may have a negative impact on class
interaction. Students, in many
cases, become accustomed to the teacher repeating everything in
class and therefore stop listening to the other students in the class.
Teacher completing sentences. Often, because students may
require more time in order to respond to a question, teachers may
become impatient when a student pauses in mid-sentence. A
teacher must resist the temptation to predict what a student is trying
to say and thereby complete the sentence for the student.
Sentence completion is extremely counter productive and students
should be allowed to complete their own sentences, using their own
words where possible and expressing their own ideas.
Instructions that are complicated and unclear. Complex
instructions are very difficult for students to follow and may lead to
the students being unable to complete a task simply because they
could not understand what was expected of them. Teachers should
plan their instructions.

 Not checking understanding of instructions. Always check for

understanding. An easy way of doing this is by asking some of the
students to explain to you what they are going to do.
Asking 'Do you understand?' If you ask a student if they
understand, they will in most cases respond 'Yes.' This may be
because they don't want to appear to be stupid in front of the rest
of the class. Students should demonstrate their understanding by
repeating the instructions or by giving their interpretation of a
certain idea.
Flying with the fastest. Often the stronger students dominate and
are the first people to speak or answer a question. In such a
situation, it is easy to assume that everyone in the class has an equal
understanding. It is essential to get responses from many different
students which will provide you with a better impression of overall
understanding.
A Weak Rapport. Encourage a friendly, relaxed learning
environment. If there is a trusting, positive rapport amongst learners
and teachers, then there is a much better chance of students
wanting to take risks.
A Lack of confidence in the learners or the materials used.
Students may become bored in class if the materials being utilized
are far too easy and are thus not challenging the students. Teachers
should maintain high expectations of their students in order to get
the best from their students.