Elicitation techniques

ELICITATION TECHNIQUES David Nunan Ulatni: Rodesa O. Lajada

Elicit mulasawikipedia To bring or draw out (something latent); To arrive at (a truth, for example) by logic. To call forth, draw out, or provoke (a reaction, for example).

Elicitation A range of procedures for obtaining speech samples and other data subjects. Such procedures may range from the administration of standardized tests through to questionnaires and interviews

Production Task ,[object Object]

Extremely time consuming and difficult

It may not result in the outcomes one desires,[object Object]

designed to provide the researchers with evidence on the appearance of certain grammatical morphemes

it aims to determine the order in which the particular morphemes appeared and the effect of such variables as instruction and first language background on the order of acquisition,[object Object]

Subjects were shown the drawings and asked a series of questions which were designed to elicit the target language items under investigation. ,[object Object]

consists of twenty items designed to elicit 20 target grammatical items

each items contains a stimulus picture, cue questions, instructions for the test administrators, and a set of scoring criteria,[object Object]

Partial Credit Model,[object Object]

the extent to which the results obtained are an artifact of the elicitation devices employed,[object Object]

they used two different tasks to elicit data from their subjects

Production task similar to Bilingual Syntax Measure

imitation task,[object Object],[object Object]

Purpose To obtain a snapshot of conditions, attitudes, and/or events at a single point in time

Figure 7.1Steps in carrying out a survey

Table 7.2Strategies for Survey Sampling

1. Questionnaires ,[object Object],[object Object]

1.1 Types of Questions Closed Item one in which the range of possible responses is determined by the researcher ,[object Object],Foreign languages should be compulsory in high school. agree/ neutral/ disagree

Table 7.3Closed Question Types in Survey QuestionnairesYoungman (1986) cited in Bell (1987)

1.1 Types of Questions Open Item one in which the subject can decide what to say and how to say it ,[object Object],What do you think about the proposal that foreign languages should be compulsory in high school?

1.2 Question Wording Questions should not be complex and confusing, nor should they ask more than one thing at a time ,[object Object],Would you prefer a short, non-award course (3,4, or 5 sessions) with part-day release (e.g. Wednesday afternoon) and one evening per week attendance with financial reimbursement for travel or a longer, non-award course (6,7, or 8 sessions) with full day release, or the whole course designed on part-time release without evening attendance?

1.2 Question Wording Avoid culturally biased questions ,[object Object],(from an oral proficiency interview) Interviewer: Where is your mother? What does your mother do? Subject: She’s dead? Interviewer: Ah- she’s dead. Very good. (van Lier 1989: 499)

Factors to be considered The willingness of respondents to make critical statements The willingness of respondents to discuss certain personal topics, such as age, salary, or opinions on political and social issues The shared values which can be assumed, for example, the concept of freedom of the press The attitudes which can be assumed, for example, the commonly held belief among many educators in Western countries that classroom learning should be a source of enjoyment for the learner

Reminder: Questionnaires must be: -constructed -piloted -administered before collating and interpreting the responses

1.3 Interpreting Responses Example: selected extracts from a study Nunan was involved in ,[object Object],‘State three beliefs you have about language development that determine the way you teach.’ ,[object Object]

15 pages of statements,[object Object]

Table 7.4Teachers Beliefs Aboutthe Nature of Language and Learning

1.4 Quantifying Qualitative Data -It should transpire that the relatively more experienced teachers made significantly more references to principles of language learning. Hypothesis- as teachers increase their mastery of technical aspects of instruction and knowledge of language. Their teaching practices become less dependent on local environmental and affective factors

1.4 Quantifying Qualitative Data (alternative way) Lincoln and Guba (1985) Place each individual entry onto library index cards. Select the first file from pile and place it on one side. Select the second card and make a determination on intuitive grounds whether it is ‘look-alike’ or represents a new category. Continue on successive cards Cards which are not fully recognized should be placed into a miscellaneous pile. They should not be discarded but should be retained for later review.

2. Interviews ,[object Object],[object Object],[object Object],[object Object]

Practical suggestions for planning and conducting interviews(recommended by Cohen and Manion, 1985) Preparing the interview schedule Piloting Selection of subjects Elements of the interview -briefing and explanation -questioning

Practical suggestions about the actual conduct of the interview(suggested by Walker, 1985) Physical positioning of the interviewer and interviewee The researcher must also decide how to interview is going to be recorded: *note-taking *tape-recording

Table 7.5Strengths and Weaknesses ofTape-recording and Note-taking

Elicitation techniques

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Elicitation techniques