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Elicitation Devices
As a device, elicitation is probably the most commonly employed
data collection technique in applied linguistics. (In a
meta-analysis of fifty
classroom-oriented studies, Nunan [1991] found that over half of
these employed elicitation.)Elicitation techniques have been used
in secondlanguage research since the “morpheme order studies” of
the early 1970s. The advantage of employing elicitation is that it
can “speed up” the
process of getting appropriate information by providing
data.
http://www.worldcat.org/title/voices-from-the-language-classroom-qualitative-research-in-second-language-education/oclc/247947790
Eliciting (elicitation) is term which describes a range of
techniques which enable the teacher to get learners to provide
information rather than
giving it to them. Commonly, eliciting is used to ask learners
to come up with vocabulary and language forms and rules, and to
brainstorm a topic
at the start of a skills lesson. The definition of the term in
the Dictionary of Language Teaching and Applied Linguistics,
‘Techniques or
procedures which a teacher uses to get learners to
actively produce speech or writing'. 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 example:
Eliciting ideas and background information which requires input
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. Information is often elicited onto a mind-map on the
board.
Reading lessons often begin with a photo or headline from the
text which serves a dual purpose in providing a stimulus for
eliciting and a
prompt for predicting content.
KWL charts are ideal records of what students already Know, what
they Want to know, and what they have Learnt by the end of the
lesson,and point to the conclusion that eliciting can take place at
any stage of a lesson and often indicates what should happen
next.
https://www.teachingenglish.org.uk/article/eliciting
https://www.teachingenglish.org.uk/article/elicitinghttps://www.teachingenglish.org.uk/article/elicitinghttps://www.teachingenglish.org.uk/article/eliciting
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Comprehensible Input and Comprehensible Output
The Input Hypothesis is Krashen´s attempt to explain how the
learner acquires a second language - how second language
acquisition takes
place. The Input hypothesis is only concerned with ́
acquisitioń , not ´learninǵ . According to this hypothesis, the
learner improves and progresses when he/she receives second
language ´input́ that is one step beyond his/her current stage of
linguistic competence. We can define
"Comprehensible Input” as the target language that the learner
would not be able to produce but can still understand. It goes
beyond the
choice of words and involves presentation of context,
explanation, rewording of unclear parts, the use of visual cues and
meaning negotiation.
The meaning successfully conveyed constitutes the learning
experience.
http://sk.com.br/sk-krash.html
Output is closely related to the process of language production.
The Comprehensible Output hypothesis states that learning takes
place when
a learner encounters gap (fissure) in his or her linguistic
knowledge of the second language (L2). “The output hypothesis
claims that the act of
producing language (speaking or writing) constitutes under
certain circumstances, part of the process of second language
learning” Merrill Swain.
According to this author there are three specific functions of
output:
Noticing Function that refers to the awareness or noticing
students find when they cannot say or write exactly what they need
for conveying
meaning; Hypothesis-testing function suggests learners may use
the method of “trial and error” for testing the production
expecting to receive
a feedback; Metalinguistic function where learners reflect on
the language they learn and thereby the output enables them to
control and
internalize linguistic knowledge.
http://es.slideshare.net/rogeirolennon/comprehensible-output-hypothesis?next_slideshow=1
http://sk.com.br/sk-krash.htmlhttp://sk.com.br/sk-krash.html
