Allotted Time and Ways to Teaching Pronunciation at Lower-secondary School Levels in Slovakia

Abstract

This study is concerned with the process of teaching and learning pronunciation. It aims to determine to what extent pronunciation is taught at a lower secondary school level in Slovakia. 15 lessons were observed with the focus on how much time and what ways are devoted to teaching pronunciation. Afterwards, a questionnaire was distributed to both the students and the teachers in order to find out what importance they attach to pronunciation teaching. Ultimately, relevant conclusions are drawn and constructive suggestions are provided.