The Circling Technique
The technique of circling is a powerful questioning technique that is often used due to its effectiveness in increasing language comprehension and production in students. The purpose of circling is to engage students in input and encourage them to actively use the language. By repeatedly asking questions and responding to students' answers, the input becomes more comprehensible and students' comprehension is strengthened. Circling also encourages natural conversation as it enables students to respond spontaneously to questions and comments from the teacher.
The strength of circling lies in its flexibility and adaptability to different students and situations. It can be used across various language proficiency levels and with different age groups. By actively engaging students and creating a dynamic and interactive learning environment, circling contributes to the success of language acquisition within CI (Comprehensible Input) education.
During circling, different types of questions are asked to check comprehension and promote interaction. There are four main types of questions, and actually five if we count the continuation of the story.
During a presentation at a conference, I once heard a somenone express his reservations about the way Blaine Ray circles. According to this person, the idea of asking a yes-question immediately after giving a statement often appeared "strange" to students. I recognized this problem all too well. I also often struggled with this first yes-question while circling. It just doesn't feel logical. And even while attending language labs at conferences, I often found myself struggling more with the yes-question than with the other questions.
This may have to contend with the way our brains process information. When you hear a question, your brain starts searching for an answer. A yes-question is often not immediately recognized by the brain as a question because its relevance is not immediately obvious. This can lead to delays in the processing process because the brain needs more time to understand the question and confirm that the answer is indeed "yes." Howerver this is more of a hypothesis than an established fact. But it is a hypothesis I agree with.
This is also why I no longer ask a yes-question as the first question after giving a statement. I usually start with a more logical no-question, followed by an either/or-question.
The strength of circling lies in its flexibility and adaptability to different students and situations. It can be used across various language proficiency levels and with different age groups. By actively engaging students and creating a dynamic and interactive learning environment, circling contributes to the success of language acquisition within CI (Comprehensible Input) education.
During circling, different types of questions are asked to check comprehension and promote interaction. There are four main types of questions, and actually five if we count the continuation of the story.
- The yes-question: This type of question requires an affirmative answer, with the teacher repeating the sentence, often emphasizing different parts of the sentence.
For example: "Is Lisa eating a small pizza?" - The no-question: This involves asking a question to which the answer is negative. The teacher first responds negatively to the question and then repeats the sentence.
For example:
- Is John eating a small pizza?
- Is Lisa buying a small pizza?
- Is Lisa eating a big pizza?
- Is Lisa eating a small sandwich? - The either/or-question: This question forces the student to choose between two alternatives, with one of the options being the correct sentence. The teacher then repeats the chosen sentence.
For example:
- Is Lisa eating a small pizza or am I eating a small pizza?
- Is Lisa getting a small pizza or is she eating a small pizza?
- Is Lisa eating a big pizza or a small pizza?
- Is Lisa eating a small pizza or a small cake? - The open question: This type of question starts with an interrogative word (such as who, what, where) and asks about a specific part of the sentence. The teacher first repeats that part and then the complete sentence.
For example:
- Who is eating a small pizza?
- What is Lisa eating?
- How many small pizzas is Lisa eating? - Possible follow-up questions: These questions do not focus on the sentence itself but on the continuation of the story. For example:
- Where is Lisa eating a small pizza?
- With whom is Lisa eating a small pizza?
- Does Lisa like that small pizza?
- ...
During a presentation at a conference, I once heard a somenone express his reservations about the way Blaine Ray circles. According to this person, the idea of asking a yes-question immediately after giving a statement often appeared "strange" to students. I recognized this problem all too well. I also often struggled with this first yes-question while circling. It just doesn't feel logical. And even while attending language labs at conferences, I often found myself struggling more with the yes-question than with the other questions.
This may have to contend with the way our brains process information. When you hear a question, your brain starts searching for an answer. A yes-question is often not immediately recognized by the brain as a question because its relevance is not immediately obvious. This can lead to delays in the processing process because the brain needs more time to understand the question and confirm that the answer is indeed "yes." Howerver this is more of a hypothesis than an established fact. But it is a hypothesis I agree with.
This is also why I no longer ask a yes-question as the first question after giving a statement. I usually start with a more logical no-question, followed by an either/or-question.
