<abstract xmlns="http://www.w3.org/1999/xhtml"><p>Cultivated speech with correct pronunciation and adequate prosody is important from a social, communicative and also didactic point of view. It can be regarded a “universal quality” of one’s self-presentation. Even though the Czech curriculum sets the development of phonetic aspects as one of the important elements of L1 teaching, various sources show that the educational reality in school differs. Based on a sample of 148 teachers of all educational levels from across the Czech Republic, the study analyses the teachers’ stated beliefs and pedagogical content knowledge of teaching phonetic aspects of Czech, and attempts to give at least an assumption of the actual classroom practices of teaching phonetic aspects in Czech classes and through that the extent of the mismatch between the intended and implemented curriculum. The results show that phonetic aspects are not treated with as much attention as they ought to and that teachers’ beliefs about the actual process of teaching and learning phonetic aspects seem to influence the implemented curriculum more than the intended curriculum and other formal requirements given by the government do.</p></abstract>

Cultivated speech with correct pronunciation and adequate prosody is important from a social, communicative and also didactic point of view. It can be regarded a “universal quality” of one’s self-presentation. Even though the Czech curriculum sets the development of phonetic aspects as one of the important elements of L1 teaching, various sources show that the educational reality in school differs. Based on a sample of 148 teachers of all educational levels from across the Czech Republic, the study analyses the teachers’ stated beliefs and pedagogical content knowledge of teaching phonetic aspects of Czech, and attempts to give at least an assumption of the actual classroom practices of teaching phonetic aspects in Czech classes and through that the extent of the mismatch between the intended and implemented curriculum. The results show that phonetic aspects are not treated with as much attention as they ought to and that teachers’ beliefs about the actual process of teaching and learning phonetic aspects seem to influence the implemented curriculum more than the intended curriculum and other formal requirements given by the government do.

Impact of Teachers’ Beliefs on Teaching Phonetic Aspects: the Case of Czech as L1

Journal of Language and Cultural Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Cultivated speech with correct pronunciation and adequate prosody is important from a social, communicative and also didactic point of view. It can be regarded...

Impact of Teachers’ Beliefs on Teaching Phonetic Aspects: the Case of Czech as L1

Publié en ligne: 05 déc. 2019

Pages: 108 - 139

DOI: https://doi.org/10.2478/jolace-2019-0014

Mots clés
teachers’ beliefs, phonetics, phonetic aspects, L1 teaching, Czech

© 2019 Stanislav Štěpáník et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Impact of Teachers’ Beliefs on Teaching Phonetic Aspects: the Case of Czech as L1

Publié en ligne: 05 déc. 2019

Pages: 108 - 139

DOI: https://doi.org/10.2478/jolace-2019-0014

Mots clésteachers’ beliefs, phonetics, phonetic aspects, L1 teaching, Czech

© 2019 Stanislav Štěpáník et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Mots clés
teachers’ beliefs, phonetics, phonetic aspects, L1 teaching, Czech