I give students spelling exercises
Never
3% Always
6%
Rarely
12%
Usually
41%
Sometimes
38%
Figure 21 The frequency to which respondents give students spelling exercises
I ask from students to repeat chorally new
words or phrases in order to learn them
Never
9%
Rarely
9%
Sometimes
31%
Always
17%
Usually
34%
Figure 22. The frequency to which respondents ask students to repeat chorally new words or
phrases
Concerning error correction, figure 23 below shows that 30% of respondents
stop their students in order to correct them (see also appendix IV, p. 127, table 70)
either always or usually, while, according to figure 24, respondents put priority to the
correction of meaning errors over grammatical ones.
When students produce an erroneous utterance,
I correct them immediately
Never
3%
Always
3%
Usually
27%
Rarely
27%
Sometimes
40%
Figure 23. The frequency to which respondents resort to immediate correction
61