Publication at Faculty of Mathematics and Physics, Faculty of Education |
2014
Abstract
Practice shows that within the communicative approach to teaching only a small number of teachers puts the accent on a quality acquisition of the sound aspect of the language. Therefore phonetic literacy is most often shaped intuitively, mostly by imitation, which we consider insufficient especially in case of secondary school.
The paper introduces the reader to the principles of cognitive, i.e. conscious approach to this process, which in our opinion offers a variety of options to reach a higher level of phonetic literacy.