Willis (1996: 34) emphasizes, ‘…is nevertheless important for establishing social
relations in and outside the classroom, and should be encouraged.’
I use English in class to communicate with the
students
Rarely
5%
Always
11%
Sometimes
32%
Usually
52%
Figure 19. The frequency to which respondents use English as a language of communication
There is informal interaction in English during
the lesson
Rarely
9%
Always
23%
Sometimes
34%
Usually
34%
Figure 20. The frequency to which respondents make use of English for informal interaction
Almost half of the respondents (47%) answered that they give students
spelling exercises either usually or always, as it is shown in figure 21 (see also
appendix IV, p. 129, table 80), while, according to figure 22, 51% of them ask from
students to repeat chorally new words or phrases (see appendix IV, p. 128, table 75).
Such activities, however, especially when used decontextualised and are deprived of a
communicative purpose, reflect the behaviouristic assumption that form is more
important than meaning, and that students should learn to speak and write correctly
from the first steps.
60