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ELT Journal 1984 38(4):256-261; doi:10.1093/elt/38.4.256
© 1984 by Oxford University Press
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Articles

Structuring the information gap

Julian Edge

It is now widely accepted that when teaching a new structure, the procedure presentation—Practice—Production needs to be varied, particularly for intermediate or advanced students. On the other hand, students still need help with those structures that they use inaccurately. To put this another way, they need help with those meanings that they structure inaccurately.

This article1 describes a type of information gap procedure that involves the students in looking for and exchanging information in order to complete a set task. At the same time, the procedure allows one to predict what language the students will need most when they come to put together the information that they have collected. The procedure also gives the teacher a natural stage at which to do explicit teaching of specific structures or functions, as the students need to structure what they want to mean. After describing the procedure and one set of materials,2 I comment on the ideas behind the procedure and suggest ways in which interested teachers could produce materials to suit their own teaching situation.


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