This thesis examines primary school textbooks of English as a foreign language (henceforth EFL) used from the 6th grade to the 9th grade with the aim of determining the extent to which they include pronunciation teaching. Textbooks are analysed unit by unit, taking a closer look at individual pronunciation sections or exercises so as to ascertain their format and pedagogical implications. Special attention is given to the coverage of those areas of English pronunciation that prove as most problematic for Slovene speakers of English, both on the segmental and suprasegmental level of pronunciation. The second focal point of the thesis is the questionnaire that was distributed among primary school teachers of English in order to investigate their beliefs and approaches to pronunciation teaching together with the materials used in the classroom.
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