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Table 6 Ten Features Essential for Effective Second Language Teaching Keys: 1 = (Group A) Applied Linguists’ and English Language Teaching Qualification Holders’ Responses (Total=44) 2 = Group A’s No Responses 3 = Total for Group A 4 = (Group B) Others’ Responses (Total =77) 5 = Group B’s No Responses 6 = Total for Group B Variables 1 2 3 4 5 6 Chi-Square values and probabilities Teaching Approaches 95.5% (42/44) 4.5% (2/44) 100% 27.3% (32/77) 72.7% (45/77) Speaking Skills 59% 41% 100% 67.5% 32.5% practices (26/44) (18/44) (52/77) (25/77) Learner-Centred 54.5% 45.5% 100% 29.9% 70.1% Activites/ (24/44) (20/44) (23/77) (54/77) learning Teaching 27.3% 72.7% 100% 20.8% 79.2% Materials (12/44) (32/44) (16/77) (61/77) Teaching Aids 20.5% 79.5% 100% 28.6% 71.4% (9/44) (35/44) (22/77) (55/77) Meaning-based 15.9% 84.1% 100% 16.9% 83.1% drills/ (7/44) (37/44) (13/77) (64/77) learning Structural-based 15.9% 84.1% 100% 29.87% 70.13% learning/ (7/44) (37/44) (23/77) (54/77) activities Skills-based 11.4% 88.6% 100% 5.19% 94.81% Activities (5/44) (39/44) (4/77) (73/77) Miscellaneous 11.4% 88.6% 100% 11.7% 88.3% (5/44) (39/44) (9/77) (68/77) Creating good 6.82% 93.18% 100% 2.6% 97.4% attitudes (3/44) (41/44) (2/77) (75/77) to English 100% 30.1 (p=0.005) 100% - 100% 7.2 (observed) (p=0.01 [6.635 critical]) 100% p = 0.001 100% - 100% - 100% - 100% - 100% - 100% -
Table 7 below shows that Applied linguists are, for example, more inclined towards communicative approaches than respondents with other qualifications. Table 7 The 13 Respondents Who Approach an Acceptable Definition for the Term ‘Communicative Approach’ 3 M.A.s only (As stated by respondents) 10 Degrees in English or English Teaching 1 M.A. English 1 M.A. Teaching English 1 B.A. Teaching English 1 B.A. Linguistics & M.A.Linguistics 2 B.A. & M.A. Teaching English 1 B.A. Teaching English & 2 Diplomas 1 B.A. Linguistics & M.A.Linguistics & TEF/SL 1 B.A. & M.A. English 1 M.A. Applied Linguistics 1 B.A. English & M.A. Tertiary Education 1 B.A. English/ French & M.A. Tertiary Education 1 B.A.International Politics & M.A. TEFL Traditional teacher-centred classroom orientation is more evident among respondents with qualifications not relevant to the teaching of English as a foreign or second language. Moreover, the survey results also show that most of the teaching time is spent on teacher talk rather than students’ active participation irrespective of teacher background even though respondents believe that they spend at least as much time on student-centred learning(see Table 8). Table 8 A Comparison of Teaching Method Preferences Variables Total Usage (from 121) Not Used Total Quite frequently & Always discussion 98.4% 1.6% 100% 64.5% review 97.6% 2.4% 100% 62.0% assigned tasks 97.5% 2.5% 100% 64.4% lecturing 95.9% 4.1% 100% 67.0% role-play 90.1% 9.9% 100% 24.8% simulation-games 89.2% 10.8% 100% 28.9% project 88.4% 11.6% 100% 30.5% showing 88.4% 11.6% 100% 28.9% modelling 85.9% 14.1% 100% 20.6%
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