If you are currently doing a CELTA course or have already completed one, you may already be familiar with criteria reference number 5g:
5g using a range of questions effectively for the purpose of elicitation and checking of understanding
use questions for:
- setting context
- building up information
- assessing learners’ prior knowledge
- checking meaning of language items
- checking understanding of instructions
Source: Cambridge Assessment English, CELTA 5
Many teachers struggle to understand the difference between the different types of questions we can ask learners to cover the criteria laid out by Cambridge.
We have already talked about ICQs (Instruction Checking Questions) in a previous post.
We have also talked a lot about CCQs in previous posts. However, it has become clear to us at TUGtoC that despite focusing on these question types in previous posts, there is still a lot of confusion.
So what exactly is the difference between CCQs and eliciting questions?
Firstly, we need to think about the aim of the question. Am I asking a question to find out what the student already knows, or am I asking a question to check students have understood the meaning?
Let’s compare:
| Teacher | What type of food does a carnivore eat? |
| Student | Meat |
| Teacher | What type of food does a vegetarian eat? |
| Student | Vegetables and dairy products |
| Teacher | What type of food does a vegan eat? |
| Student | Only vegetables and plant-based food |
| Teacher | Does a carnivore eat meat? |
| Student | Yes |
| Teacher | Does a carnivore eat vegetables as well? |
| Student | Probably |
| Teacher | Does a vegetarian eat meat? |
| Student | No |
| Teacher | Does a vegetarian eat cheese? |
| Student | Maybe |
| Teacher | Does a vegan eat cheese? |
| Student | No |
As you can see above, eliciting questions are open questions, requiring more than a yes/no answer, whereas CCQs are (mostly) questions which only require a yes/no answer. The eliciting questions assume that the students know the answer (maybe because the teacher has taught this lexis before or is sure that due to their level they should know it). In contrast, the CCQs are part of the presentation of the new lexis and are used to check that the students have understood the concept!
A common mistake I have experienced with new teachers, is that they try to elicit the target language in a lexis focused lesson – if it is target language we are assuming they do not know it, in which case we can’t elicit it. You cannot elicit what the students don’t know!
Have you had any difficulties with the different questioning techniques?
The Ultimate Guide to CELTA 