Zhou Yuan

【Abstract】The paper introduces the application of eliciting technique， including pictures， charts， questions and cognition skill activities， in EFL Computer English class to increase teaching efficiency.

【Key words】eliciting； computer English； language teaching； teaching activity

【中圖分類號(hào)】G642 【文獻(xiàn)標(biāo)識(shí)碼】A 【文章編號(hào)】2095-3089（2015）06-0099-02

1 Introduction

Computer English is a compulsory course for EFL students majoring in computer. Traditionally， Computer English is usually conducted by grammar-translation method， in which the teacher translates sentence by sentence and explains language usage. It is considered a quick way for students to understand. However， the joyless language learning experience of the students leads to decreasing learning motivation and low learning efficiency.

Much attention has been paid to input in computer English class， but output is neglected. Swain has argued， not only input but also output is the key processes in language learning.[1] Therefore， how to elicit more language output from the students to promote language development will be discussed.

2 Definition of eliciting

Eliciting means drawing out information， language， ideas， etc. from the students， rather than giving it to them. [3]

2.1 Difference between eliciting and explaining

“Explain” means teachers tell their students. Teachers provide the target language. T→Ss

By contrast， “elicit” means students tell their teachers. Teachers provide the ideas or prompts and students provide the target language.

T→Ss→T

2.2 Three steps to eliciting：

First， teachers convey a clear idea to students， by using pictures， for example. Second， students supply the appropriate language or idea. Third， teachers give them feedback. [2]

3 Significances of applying eliciting

First， teachers can find out where the students are and where the real difficulties are by eliciting， and then to start from there. Students probably know a lot more than expected. Second， eliciting involves students in a question-and-answer movement towards new discoveries and encourages the students active participation， which is often more effective than teachers explaining. Third， confidence is boosted because their use of the language is constant.

4 Application of eliciting technique in EFL computer English classroom

Teachers can use a variety of activities to elicit in EFL computer English classroom.

4.1 Elicit by means of pictures， charts， questions etc.

4.1.1 Elicit by using pictures.

For example， the students can be asked to see the picture （see picture 1） and say the construction of internet.

4.1.2 Elicit by using charts.

Students can be asked to compare the capacity of the two drives from the chart （see chart 1）.

4.1.3 Elicit by using questions.

The following questions can be used to elicit language from the students：

Can you think of a word that means…？

What else might it be？

Youre upset so you have a …？

What do you call it when I …？

Why？

4.2 Conduct all kinds of cognition skill activities.

Cognition skills include remembering， identifying， ordering， rank ordering， comparing and contrasting etc. [3] [R]esearch indicates that strengthening and making connections amongst concept and knowledge increases learning and retention.” [4]

4.2.1 Elicit by identifying

For example， brainstorm what people can do on the internet to elicit the target language from students. Students draw the mindmap （see picture 2）.

4.2.2 Elicit by rank ordering

The students are asked what they often do on the internet， and rank the activities in order of the frequency.

4.2.3 Elicit by classifying

For example， the students are asked to odd one word out of： printer， scanner， keyboard， microphone to tell the output device from input devices.

4.2.4 Elicit by comparing and contrasting

The students can be asked to operate the two operating systems-- Linux and Windows and find similarity and difference between them.

5 Advice when eliciting

First， provide sufficient information. Teachers cant elicit things that students dont know. Second， give clear feedback on students answer. Finally， dont stretch the eliciting out too long， for silence means they need teachers explanation. [2]

References：

[1] Swain， M. Communicative competence： Some roles of comprehensible input and comprehensible output in development in S. Gass and C. Madden （eds.） Input in Second Language Acquisition. Rowley， Mass.： Newburey House， 1985.

[2] Scrivener， J. Learning Teaching Macmillan[M]. Oxford： MacMillan， 2005.

[3] Bentley， K. The TKT Course-- CLIL Module[M]. Cambridge： CPU， 2010.

[4] Met， M. Curriculum decision-making in content-based language teaching in Cenoz， C. & Genesee， F. （eds.） Beyond Bilingualism： Multilingualism and Multilingual Education， Clevedon： Multilingual Matters， 1998.

作者簡(jiǎn)介：周苑 （1978.12-），女，廣東廣州人，中學(xué)英語(yǔ)一級(jí)教師，碩士，主要從事應(yīng)用語(yǔ)言學(xué)、英語(yǔ)教育研究。工作單位：廣州市電子信息學(xué)校。