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Criteria Influencing the Choice of English Pronunciation Model
Benková, Kateřina ; Červinková Poesová, Kristýna (advisor) ; Farrell, Mark Robert (referee)
This bachelor thesis deals with the approaches and criteria influencing the choice of an English pronunciation model with a special focus on the specific preferences of Czech students. The aim of the theoretical part is to compare the most frequently used pronunciation models, Received Pronunciation and General American, in respect of the criteria and Czech educational environment. The practical part analyses Czech students' preferences regarding their contact with pronunciation models in their free time and at school. A questionnaire, which included a listening task, was distributed to students at four upper-secondary schools. The answers to the questions indicate that more students tend to favour the British accent whereas the results of the listening task show that the majority of the students prefer the American accent.
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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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Criteria Influencing the Choice of English Pronunciation Model
Benková, Kateřina ; Červinková Poesová, Kristýna (advisor) ; Farrell, Mark Robert (referee)
This bachelor thesis deals with the approaches and criteria influencing the choice of an English pronunciation model with a special focus on the specific preferences of Czech students. The aim of the theoretical part is to compare the most frequently used pronunciation models, Received Pronunciation and General American, in respect of the criteria and Czech educational environment. The practical part analyses Czech students' preferences regarding their contact with pronunciation models in their free time and at school. A questionnaire, which included a listening task, was distributed to students at four upper-secondary schools. The answers to the questions indicate that more students tend to favour the British accent whereas the results of the listening task show that the majority of the students prefer the American accent.
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