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 second
language 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

Comprehensible Input and Comprehensible Output

The Input Hypothesis is Krashens attempt to explain how the learner acquires a second language - how second language acquisition takes
place. The Input hypothesis is only concerned with acquisition, not learning. According to this hypothesis, the learner improves and
progresses when he/she receives second language input 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