always seen as something negative, as they can reflect the learners’ attempt to
restructure their mental grammar in the light of newly acquired knowledge (see
appendix IV, p. 123, table 57).
The best way for children to develop language
is to imitate the way adults use language and to
practise it well through repetition of correct
structures
Strongly
disagree
8%
Disagree
19%
Strongly agree
3%
Agree
39%
Uncertain
31%
Figure 11. The respondents’ attitude concerning the role of imitation and practice in language learning
There is no need for children to imitate and
practise correct structures as they will never
need to produce exactly the same structures
Strongly
disagree
5%
Disagree
51%
Strongly agree
3% Agree
11%
Uncertain
30%
Figure 12. The respondents’ attitude concerning the view of language as creative construction
Respondents do not seem to have a clear view concerning the role of grammar,
either. Thus, while 61% of them are placed against the view that the best way to teach
a language is to teach the grammar and vocabulary (see appendix IV, p. 121, table
48), 97% agree that knowing a rule does not mean that the person can apply it when
using the language for communication (see appendix IV, p. 122, table 53), and 84% of
them put emphasis on the correction of mistakes which obstruct communication (see
appendix IV, p. 122, table 50), at the same time 83% of them adopt a synthetic
approach to language learning (see appendix IV, p. 120, table 44) and 51% consider
that the role of texts in course books is to present new grammar and vocabulary items
(see appendix IV, p. 122, table 51).
54