Elicitation can be a very effective teaching technique – if it is done properly. If you already use elicitation techniques in your lessons, well done. Now make sure you are using them appropriately.
Here are some do’s and dont’s for eliciting in the EFL classroom:
DO: be subtle
Elicitation in the classroom should feel natural. Your students should not feel that they are playing guessing games every lesson. Elicitation should happen throughout the lesson, and not just for single vocabulary items. Elicit ideas and opinions as well and do it often so your students become comfortable with contributing to the lesson in this way.
DO: check comprehension after eliciting
If your students are able to give you what you are trying to elicit, then you may think your job is done and you can move on. But remember, just because one student volunteers the answer doesn’t mean the rest of the class know the answer, nor does it mean that they know the correct meaning of the word. It pays to spend a few minutes making sure everyone is on the same page with the language in question.
DON’T: try to elicit everything
The reason we elicit is to draw out knowledge from our students, to find out what they know. It’s logical that we cannot elicit everything. Be selective about the language you choose to elicit. Use elicitation sparingly and appropriately.
DO: quit while you’re ahead
It is tempting to play an endless game of guess-the-word with your students, but eliciting is utilised to make your lessons more interactive. Sometimes your students may just not understand what you are getting at, or they may simply not know the language. Giving infinite clues about a word is not going to result in a 100% successful elicitation rate. There’s no need to flog a dead horse. If they don’t know, move on.
DON’T: dismiss other answers
We usually elicit for one specific language item or a particular idea. This does not mean that there aren’t other answers to your elicitation that are correct. Your students may offer answers which fit your description but which you aren’t looking for. Don’t dismiss those answers with a “no”. Agree that those are possible answers but that there are other ones which fit the brief too.
Read more: 5 Ways To Elicit Effectively In The EFL Classroom