Explicit information on pronunciation in EFL coursebooks used at Czech upper-secondary schools

• Název práce v češtině: Explicitní informace týkající se výslovnosti v učebnicích angličtiny používaných na českých středních školách
• Název v anglickém jazyce: Explicit information on pronunciation in EFL coursebooks used at Czech upper-secondary schools
• Klíčová slova: výuka angličtiny jako cizího jazyka|výslovnost|explicitní informace|učebnice|knihy pro učitele
• Klíčová slova anglicky: TEFL|pronunciation|explicit information|coursebooks|teacher's books
• Akademický rok vypsání: 2016/2017
• Typ práce: diplomová práce
• Jazyk práce: angličtina
• Ústav: Ústav anglického jazyka a didaktiky (21-UAJD)
• Vedoucí / školitel: PhDr. Tomáš Gráf, Ph.D.
• Řešitel: skrytý - zadáno a potvrzeno stud. odd.
• Datum přihlášení: 05.05.2017
• Datum zadání: 05.05.2017
• Schválení administrátorem: zatím neschvalováno
• Datum potvrzení stud. oddělením: 09.05.2017
• Datum a čas obhajoby: 24.05.2018 08:00
• Datum odevzdání elektronické podoby: 23.04.2018
• Datum proběhlé obhajoby: 24.05.2018
• Odevzdaná/finalizovaná: odevzdaná studentem a finalizovaná
• Oponenti: doc. Mgr. Radek Skarnitzl, Ph.D.

Zásady pro vypracování

The aim of the present thesis is to determine the level of explicitness of the explanation of selected pronunciation phenomena in Beginner/Elementary coursebooks of EFL used at Czech upper-secondary schools. We are going to look at how important explicit instruction in pronunciation teaching is and how this is reflected in the coursebooks and teacher´s manuals that accompany them. Our hypothesis is that newer coursebooks and more recent editions contain more explicit information compared to the older ones and less recently published versions.
The first chapter of the theoretical part is going to discuss the importance of pronunciation teaching together with the models of desired pronunciation the students should acquire. The guidelines provided by CEFR and the RVP designed for Czech grammar schools are going to be looked at, and the concept of English as a lingua franca is not going to be forgotten. Various approaches to pronunciation teaching are also going to be briefly mentioned. The following chapter is going to define the concept of explicit instruction in teaching and will focus on its importance when related to pronunciation. Previous studies on the topic and their results are going to be presented. The next section is going to look at how coursebooks generally deal with pronunciation phenomena and what is recommended by teacher´s books. The attitude of Czech upper-secondary teachers towards pronunciation teaching is going to be depicted especially. Previous research on pronunciation teaching in ESL and EFL textbooks is also going to be illustrated.
The research part of the thesis is going to be divided into two parts. The first is going to present an overview of EFL Beginner/Elementary-level coursebooks used at Czech upper-secondary schools and the way they deal with pronunciation in the EFL context. We are going to look at the general approach and the rationale of each book, at what pronunciation phenomena are included and what activities are used. The second part is going to focus on a certain number of selected aspects of pronunciation that are covered in most of the coursebooks, and determine how explicit the explanation of the phenomenon in each book is. We are always going to describe the selected aspect of pronunciation as is defined in literature, and compare whether and which features are also mentioned in the coursebook/teacher´s book. Apart from the presence of the distinctive features of each phenomenon, we are also going to determine whether additional notes for teachers are provided, whether the individual phenomena are repeated in the book, what terminology is used, and what methodological advice the teacher is given. The results are going to be presented in a table and dealt with in the Discussion part in greater detail. The goal is to create a little guide for teachers so that they would know that if they happen to work with a certain coursebook, they either need to search for some more explicit information on pronunciation, or they can mostly rely on what the teacher´s book says.

Seznam odborné literatury

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