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

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F19%3A10400000" target="_blank" >RIV/00216208:11410/19:10400000 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=vlxK~Lf6IL" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=vlxK~Lf6IL</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.2478/jolace-2019-0014" target="_blank" >10.2478/jolace-2019-0014</a>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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 &quot;universal quality&quot; of one&apos;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 analysesthe teachers&apos; 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&apos; 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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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 &quot;universal quality&quot; of one&apos;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 analysesthe teachers&apos; 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&apos; 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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Language and Cultural Education [online]

ISSN

1339-4584

e-ISSN

—

Svazek periodika

7

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

SK - Slovenská republika

Počet stran výsledku

32

Strana od-do

108-139

Kód UT WoS článku

000502829500006

EID výsledku v databázi Scopus

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