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Teaching Aspects of Connected Speech
Benková, Kateřina ; Červinková Poesová, Kristýna (advisor) ; Dvořák, Bohuslav (referee)
This thesis concerns teaching aspects of connected speech. The theoretical part briefly introduces aspects of connected speech from a phonetic and didactic point of view. It further scrutinizes the relation between teaching aspects of connected speech and the development of decoding skills. The practical part presents research aimed at the effects of explicit instruction and training in selected aspects of connected speech on understanding of authentic speech. The results indicate that twelve 45-minute lessons based on authentic TV series may have had a significant positive influence on the development of the students' listening skills. They further show that the students found the training enjoyable and useful.
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Effectiveness of teaching synthetic phonics to EFL students
Urbanová, Lucie ; Červinková Poesová, Kristýna (advisor) ; Uličná, Klára (referee)
The effectiveness of teaching synthetic phonics to EFL students Abstract This diploma thesis deals with the effectiveness of systematic and explicit Synthetic Phonics teaching methods in the EFL learning environment. The theoretical part of the text investigates the similarities and differences between teaching Synthetic and Analytic Phonics. Whether synthetic phonics is essential not only for native English speakers, but also for EFL students is examined. Furthermore, it introduces the changes and development in phonics teaching in a historical context. The practical section describes the test preparation and presents how the research methodology was applied. It also examines the data collected from testing four groups of Prague primary school children who have different experience of phonics. Last but not least, the empirical section presents the results of 60 students' readings and analyses their performances concluding with an assessment as to whether explicit Synthetic Phonics teaching instruction helps EFL students in pronouncing words or not. Key words: synthetic phonics, analytic phonics, phonemes, graphemes, pronunciation and articulation, spelling, reading, writing
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Pre-fortis shortening in Czech English
Hrychová, Helena ; Červinková Poesová, Kristýna (advisor) ; Pípalová, Renata (referee)
This bachelor thesis examines the role of a phenomenon called pre-fortis shortening in Czech English. This term is used by phoneticians to represent the shortening of vowels before fortis consonants. It is not characteristic only of English, Matthew Chen even suggested that it could be a language-universal phenomenon. In English it is a very significant feature since English vowel duration was proven by various experiments to serve as a cue to the perception of the voicing characteristic of the following consonant. This thesis advances our understanding of pre-fortis shortening in Czech English where vowel duration was hypothesized to correlate with the speaker's proficiency in English. As a result, this work aims to examine the extent to which 20 Czech students divided into two categories depending on their English level (A2, C1) exploit this phenomenon and whether their proficiency has an impact on vowel durations before fortis and lenis consonants. They were recorded while reading 40 English sentences and their vowel durations were compared to those obtained from two native English speakers.
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Role of Schwa in Word Stress Perception
Juránková, Martina ; Červinková Poesová, Kristýna (advisor) ; Bojarová, Marie (referee)
The aim of this bachelor thesis is to assess the role of schwa as the main representative of vowel reduction in the perception of English word stress. The research tool will be a perception test consisting of three groups of three to five syllable words. The individual categories will be differentiated from each other by the position of the sound schwa placed either before or after the syllable carrying the primary stress or it will not occur near the stressed syllable at all. Three groups of participants (Czech primary-school, secondary-school and university students) will be asked to mark the main stress in selected items. We hypothesize that the identification of stressed parts will be facilitated by the presence of schwa in the immediate vicinity of stressed syllables.
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English Orthography in Relation to Common Misspelling Tendecies
Matoušek, Lukáš ; Farrell, Mark Robert (advisor) ; Červinková Poesová, Kristýna (referee)
The main aim of this thesis is to outline three major fields that are closely connected to language, writing and speech: 'writing systems', 'English orthography' and 'English spelling'. These parts are fully theoretical and serve as an introduction and source of basic information for the supplementary research on 'common misspelling tendencies' in the English language. The primary part of this research is composed of a comparison of individual commonly misspelled words and their further analysis in relation to the English orthography. Each major part uses linguistic terms and phrases which are briefly explained in the 'keywords' section at the end of the thesis.
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Stress shift in Czech English
Farana, Michal ; Červinková Poesová, Kristýna (advisor) ; Matuchová, Klára (referee)
The purpose of the bachelor thesis is to explore how Czech speakers of English are able to predict and apply stress shift in their speech. The theoretical part gives a brief description of the English stress system and focuses primarily on a detailed exploration of the stress shift phenomenon and its function in relation to the rhythmic structure of English. The practical part aims at examining the ability of Czech speakers to produce stress shift in selected contexts. The respondents were recorded reading a text with items that typically undergo stress shift. The data obtained from these recordings were perceptually analysed and subsequently used to either prove or disprove the hypotheses formulated at the beginning of the research. Key Words lexical stress, sentence stress, rhythm, stress shift, Czech English
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