Abstract
The article deals with one of possible reasons of unstable as much as unsatisfactory quality of Czech language teachers' spoken language and seeks for the reason of communicatively non-differentiated use of acoustic means. The focus of the article lies in analysis of the curriculums preparing Czech language teachers at Czech faculties of education and in finding, how much the effort to cultivate the spoken language is formally covered in the curriculums.
The data provide supportive evidence for the conclusion, that the acoustic aspect of speech is being interpreted mostly formally within studying the phonetic language level. Practical training leading to cultivating and conscious use of acoustic means on segmental and supra-segmental level is being paid attention rather marginally, within facultative one-semester subjects.