1

ELICITATION

I. DEFINITION

Elicitation occurs when a T involves Ss more in the lessons by

asking students for ....…………………………………..,

getting them to …………......……………………………….,

and encouraging them to …………………………………..

II. ADVANTAGES OF ELICITATION

Elicitation …

1. keeps the Ss …………...……............……

To exploit this, Ts can

choose Ss ……........…………… and mixing this up with giving ….....………………. for the

whole class to shout out their answers

take the suggestion of 1 S and ask the whole class if ………………………………………

2. helps Ts know if …………………...................................

never ask “……………………………....................……”

3. helps Ts find out what …………………..

start with …………...………. questions and then work towards …………..………….. ones

4. helps cut down on ………………....................... and increase ………………………….

To exploit this, Ts can

ask Ss to …………………....................… what other Ss say in the eliciting stage

choose to use ...........……………………… rather than Yes/ NO questions

ask questions that have……………….………......…… answers

5. helps S learn how to ……………....................... and to ……………………………………..

Methodology for Aviation Instructors

Day 2

Elicitation

2

III. DISADVANTAGES OF ELICITATION

1. Elicitation can be ……………………………

Ts should plan the elicitation and make sure they have found the quickest way

2. Elicitation doesn’t always lead to more ……………

3. One student can ……………………. answering your elicitation questions.

4. Elicitation can be met by ……………………………….

Possible reasons: ……………………………….

5. The language of elicitation is not like ……………………………………..

6. Elicitation can become …………………………………… over time

Ts can

mix up elicitation with other techniques such as guided discovery worksheets

use different methods of elicitation (pictures, realia, sketches, etc.)

brainstorm different languages that can be used to start the eliciting sentence

7. Elicitation can seem ………………………………………….. to some people

Ts should be careful with their ………………………. and …………………………….

8. Elicitation can be culturally ………………………………

9. There’s a chance the wrong thing might be ……………………………. and the right answers

…………………………..

T should have clear error correction or write only ………………..…………… on the BB.

3

I. BASIC ELEMENTS OF COMMUNICATION

Com. takes place when …………………………………………..............................…..

Com. effectiveness is measured by the similarity between

……………………………………… and …………………………………………..

3 basic elements in the com. process: source, symbols, and receiver

Source (the ……………..)

3 factors for effectiveness:

o ……………………… language

o ……………………..… attitude

o …………………….., ……………………., and …………………….. material

Symbols (gestures, facial expressions, words and sentences)

T should….

o use a variety of ………………………

o choose the medium best suited for the transmission of ideas

o constantly monitor ……………..…….. to modify the symbols and

optimize com.

EFFECTIVE COMMUNICATION

Methodology for Aviation Instructors

Day 2

Effective Communication

4

o give .................... to Ss to reinforce favorable behavior

Receiver (the ..............................)

T needs to

o understand Ss’……………………………………….

o Choose com. approach that suits …………………………………….

II. BARRIERS TO EFFECTIVE COMMUNICATION

4 main barriers

lack of ……………………………………

o biggest barrier

o occurs when Ss don’t have …………………………………….

o Solution: Ss’ understanding of the words must …………………...........

T needs to speak the same lang. as Ss

When terminology is needed, make sure ……………………………

confusion between …………………………… and ……………………………

o occurs when a word is confused with ……………………..

o Solution: make sure associations are clear

Choose …………………………………………. carefully to represent

exactly what the T intends

overuse of ………………………………

o Abstraction: ………………………………..............................................

o Do not always evoke the intended items in Ss’ mind

o Solution:

Avoid in most cases use concrete specific terms to better

define and gain control of images produced in Ss’ mind

Link abstract terms with specific experiences use examples/

illustrations

5

…………………………………..

o Physiological int.: ………………....……… preventing reception of ideas

o Environmental int.: caused by ..........………………………… conditions

o Psychological int. affected by T/ S’s ……....………………… during com.

III. DEVELOPING COMMUNICATION SKILLS

Role playing

o Practise com. skills during training sessions with others/

mentor/supervisor

Instructional communication

o Know the topic well

o Do not be afraid to use examples of past experience to illustrate

particular points

o Determine the level of understanding by use of some sort of

evaluation

Listening

o Be a good listener

o Listen to understand rather than refute

o Make Ss want to listen

o Teach Ss how to listen/ take notes

Questioning

o Good Qs can determine how well Ss understand

o Ask open-ended and focused Qs

o Paraphrasing and perception checking can confirm understanding is in

the same way

Instructional enhancement

o improve knowledge about the area of teaching