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The thesis Problems of Pronunciation Practice When Teaching Czech as a Foreign Language to German Speakers characterizes the phonetic systems of the Czech and German languages. The work establishes the mutual and distinguishing features in the pronunciation of both languages and on their basis defines the main problematic aspects, their cause and ways to rectify them. It deals with the differences between graphic and phonological attributes. Furthermore, it focuses on the methodology of pronunciation practice in Czech as a foreign language. In the practical part there are work sheets targeting the problematic aspects established in the theoretical part.

This study attempted to detremine some of the outstanding problems arising in the teaching of reading to first-grade Spanish-American children, and to discover and evaluate methods and materials used by administrators and first-grade teachers in attempting to solve these problems.

The presented Master's thesis entitled "Pronounciation mistakes of Czech students learning Portuguese" tries to depict the most common mistakes in the pronounciation of Portuguese sounds by Czech students. The thesis is divided into two parts: theoretical and practical. The theoretical part, based on a careful research of specialized materials, deals with phonetics, the phonological aspect of a language, phonology, the description of speech forming processes, sound systems of Portuguese, rules for correct pronounciation of respective sounds and also interference - the influences of a person's mother tongue while learning Portuguese. The theoretical part served as a basis for the practical part. In the practical part an analysis was carried out, using a number of audio recordings taken from first-year to fifth-year students of Portuguese Studies at Charles University, Faculty of Arts. The aim of this analysis was to detect typical mistakes made by Czech Students in the pronounciation of Portuguese sounds. The observed pronounciation phenomena are recorded in tables, each phenomena separately. In conclusion, the thesis provides an evaluation of the analysis.

Glottalization, as significant irregularity of glottal pulsing, fulfils a number of linguistic functions and can occur in various contexts. This paper examines the rate of vowel-related glottalization of non-syllabic prepositions when native Russian speakers read Czech speech. In Czech, just like in other languages there is a relatively high frequency of glottalization. The purpose of this study is to examine the factors that could influence it. The speakers produced a short read text which contained 59 potential neslabičné prepositions where glottalization could occur in standard pronunciation. The basic set of the perceptual analysis and statistical processing consisted of 582 items. The rate of glottalization in individual speakers ranged from 0 % to 90 % , where the average volume is regulary based at 49 %. Statistical significance of differences in the frequency of the analyzed groups created on the basis of monitored aspects were calculated using the chi-square test.

This examination paper looks into the role of phonetics today in teaching French language to Swedish learners and analyzes the content of upper secondary schoolbooks with regards to phonetic elements. Starting from the statements that French is perceived by Swedish learners as a difficult language and that oral expression has grown in importance in modern language courses’ syllabus, it is believed here that phonetics should be of utmost importance when learning French. As far as language didactics is concerned, it is a fact that research on the subject is almost inexistent. Very little seems to be done to develop and use tools to address phonetics aspects of the language in teaching, especially in learning manuals, that is a hypothesis. The objective here was, therefore, to see whether this could be confirmed. The results show that it is partly the case. Finally, a discussion is raised about ineffectiveness of intuitive learning and all that phonetics has to offer in the teaching of French to Swedish learners.

This study used three instruments to examine the current state of the teaching of ESOL pronunciation. These instruments included a survey of 62 teachers, another survey of 508 ESOL students, and a comparative study of ten pronunciation textbooks in widespread use since 1990. The purpose of the study was to characterize the teaching of pronunciation at present through the voices of the teachers, the opinions of the students, and the content of the textbooks. The study also identified the approaches and types of activities being proposed by the experts and recommended additional activities as well as a rationale for their use. The responses from the teacher survey indicated that there is little formal teaching of pronunciation in adult education programs although teachers deal with pronunciation mistakes in an incidental manner. Results from the student survey indicated that false beginner adult learners strongly favor practicing pronunciation and that they want their teachers to correct their mistakes. The descriptive study of the textbooks showed three different tendencies: a traditional curriculum based on the sound and the word as the point of departure of the lesson, another based on the communicative context as the point of departure, and a third that proposed an integrative model, that is, listening, speaking, accuracy, and fluency where pronunciation accuracy is emphasized. There were discrepancies in the selection of phonetic symbols, use of metalanguage, and types of activities. There is a consensus on the importance of listening, the use of the tape recorder, and outside class activities. At the onset of the study, the researcher hypothesized that teachers did not address pronunciation in their classes. The survey, however, indicated that in spite of the fact that pronunciation is not considered as part of the curriculum, it is addressed by the teachers at least in an indirect manner. The results of this study confirmed the fact that students enjoy practicing the sounds of the language. The comparative study of the pronunciation textbooks showed that 90% of the books are intended for intermediate or advanced learners, thus revealing a surprising lack of pronunciation materials for ESOL false beginners.

Wong, Wing Sze. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 215-241). / Abstracts in English and Chinese; some appendixes include Chinese. / Title Page --- p.i / Acknowledgments --- p.ii / Abstract --- p.iv / Table of Contents --- p.viii / List of Tables --- p.xiii / List of Figures --- p.xvii / Chapter Chapter1 --- Introduction --- p.1 / Chapter Chapter2 --- Literature Review --- p.5 / Chapter 2.1 --- Phonology in Second Language Acquisition --- p.8 / Chapter 2.2 --- Modeling Speech Perception --- p.8 / Chapter 2.2.1 --- Speech Learning Model --- p.8 / Chapter 2.2.2 --- Perceptual Assimilation Model --- p.11 / Chapter 2.2.3 --- Native Language Magnet Model --- p.13 / Chapter 2.3 --- Linking Up Speech Perception and Production --- p.16 / Chapter 2.3.1 --- The Motor Theory --- p.17 / Chapter 2.3.2 --- The Direct Realist Approach to Speech Perception --- p.18 / Chapter 2.3.3 --- General Approach to Speech Perception --- p.20 / Chapter 2.4 --- Training in the Laboratory --- p.21 / Chapter 2.4.1 --- Discrimination vs. Identification Training --- p.22 / Chapter 2.4.2 --- High-Variability Phonetic Training (HVPT) --- p.25 / Chapter 2.4.3 --- Vowel Training Studies --- p.30 / Chapter 2.4.4 --- Perceptual Training on Production --- p.34 / Chapter 2.4.5 --- Summary of Previous Research --- p.38 / Chapter 2.5 --- Current Research Background --- p.38 / Chapter 2.5.1 --- Cantonese Vowel System vs. English Vowel System --- p.39 / Chapter 2.5.2 --- Cantonese Learners' Difficulties --- p.42 / Chapter 2.5.3 --- The Present Research --- p.44 / Chapter 2.6 --- Pilot Study --- p.45 / Chapter 2.6.1 --- Purpose --- p.45 / Chapter 2.6.2 --- Participants --- p.45 / Chapter 2.6.3 --- Procedures --- p.46 / Chapter 2.6.4 --- Results --- p.47 / Chapter 2.6.4.1 --- Perceptual Performance --- p.47 / Chapter 2.6.4.2 --- Production Performance --- p.49 / Chapter 2.6.5 --- Discussions & Suggestions --- p.50 / Chapter 2.7 --- Research Questions --- p.53 / Chapter Chapter3 --- Research Methodology --- p.54 / Chapter 3.1 --- Research Subjects --- p.54 / Chapter 3.2 --- Research Design and Procedures --- p.57 / Chapter 3.2.1 --- The Research Setting --- p.57 / Chapter 3.2.2 --- The Design in Details --- p.58 / Chapter 3.2.2.1 --- Before the Experiment: Preparation --- p.60 / Chapter 3.2.2.2 --- Phase 1: Pretest Phase --- p.61 / Chapter 3.2.2.2.1 --- Production Pretest: Word List Reading --- p.61 / Chapter 3.2.2.2.2 --- Perception Pretest: Identification test --- p.62 / Chapter 3.2.2.3 --- Phase 2: Training Phase --- p.65 / Chapter 3.2.2.3.1 --- The HVPT --- p.65 / Chapter 3.2.2.3.2 --- The LVPT --- p.67 / Chapter 3.2.2.3.3 --- Control --- p.67 / Chapter 3.2.2.4 --- Phase 3: Posttest Phase --- p.68 / Chapter 3.2.2.4.1 --- Production --- p.68 / Chapter 3.2.2.4.1.1 --- Production Post-test: Word List Reading --- p.68 / Chapter 3.2.2.4.1.2 --- Test of Contextualization (TC): Passage Reading --- p.68 / Chapter 3.2.2.4.2 --- Perception --- p.69 / Chapter 3.2.2.4.2.1 --- Perception Posttest: Identification Test --- p.69 / Chapter 3.2.2.4.2.1.1 --- Test of Generalization 1 (TG1): Identification Test --- p.69 / Chapter 3.2.2.4.2.1.2 --- Test of Generalization 2 (TG2): Identification Test --- p.69 / Chapter 3.2.3 --- Materials --- p.70 / Chapter 3.2.3.1 --- Stimuli --- p.70 / Chapter 3.2.3.2 --- Computer Training Programme --- p.73 / Chapter 3.2.3.3 --- Word Lists for Reading --- p.73 / Chapter 3.2.3.4 --- Technological Equipment --- p.74 / Chapter 3.2.3.5 --- Survey Forms --- p.74 / Chapter 3.2.4 --- Data Processing --- p.75 / Chapter 3.2.4.1 --- Data Transcription --- p.75 / Chapter 3.2.4.1.1 --- Procedures --- p.75 / Chapter 3.2.4.1.2 --- Reliability Checking --- p.76 / Chapter 3.2.4.1.2.1 --- Aim --- p.76 / Chapter 3.2.4.1.2.2 --- Intra-rater Reliability --- p.76 / Chapter 3.2.4.1.2.3 --- Inter-rater Reliability --- p.77 / Chapter 3.2.4.2 --- Data Scoring --- p.77 / Chapter 3.2.5 --- Data Analysis --- p.78 / Chapter Chapter4 --- Results --- p.79 / Chapter 4.1 --- Introduction --- p.79 / Chapter 4.2 --- Perceptual Performance --- p.80 / Chapter 4.2.1 --- Overall Performance --- p.80 / Chapter 4.2.2 --- Effects of the Training Approaches --- p.82 / Chapter 4.2.2.1 --- General Overview --- p.82 / Chapter 4.2.2.2 --- Statistical Analysis --- p.84 / Chapter 4.2.3 --- Effects of the Proficiency Level and Vowel Difference --- p.87 / Chapter 4.2.3.1 --- General Overview --- p.87 / Chapter 4.2.3.2 --- Statistical Analysis --- p.88 / Chapter 4.2.3.2.1 --- The HVPT Group --- p.88 / Chapter 4.2.3.2.2 --- The LVPT Group --- p.92 / Chapter 4.2.3.3 --- Summary --- p.94 / Chapter 4.2.4 --- Generalizability of the Training --- p.95 / Chapter 4.2.4.1 --- Test of Generalization 1 --- p.96 / Chapter 4.2.4.2 --- Test of Generalization 2 --- p.98 / Chapter 4.2.4.3 --- Summary --- p.100 / Chapter 4.2.5 --- Summing up the Results in Perceptual Identification Tests --- p.101 / Chapter 4.3 --- Production Performance --- p.102 / Chapter 4.3.1 --- Overall Performance --- p.102 / Chapter 4.3.2 --- Effects of the Training Approaches --- p.108 / Chapter 4.3.2.1 --- General Overview --- p.108 / Chapter 4.3.2.2 --- Statistical Analysis --- p.110 / Chapter 4.3.3 --- Effects of the Proficiency Level and Vowel Difference --- p.112 / Chapter 4.3.3.1 --- General Overview --- p.112 / Chapter 4.3.3.2 --- Statistical Analysis --- p.113 / Chapter 4.3.3.2.1 --- The HVPT Group..： --- p.113 / Chapter 4.3.3.2.2 --- The LVPT Group --- p.115 / Chapter 4.3.3.3 --- Summary --- p.119 / Chapter 4.3.4 --- Contextualizability of the Training --- p.120 / Chapter 4.3.5 --- Follow-up Acoustic Analysis for Production Posttest --- p.123 / Chapter 4.3.6 --- Summing up the Results in Production Tests --- p.130 / Chapter 4.4 --- Summary of the Chapter --- p.130 / Chapter Chapter5 --- Discussions --- p.132 / Chapter 5.1 --- Introduction --- p.132 / Chapter 5.2 --- Evaluation of the Training Approaches 一 Research Question 1 & 2 --- p.133 / Chapter 5.2.1 --- Review of Research Question 1 & 2 --- p.133 / Chapter 5.2.2. --- Perceptual Domain --- p.134 / Chapter 5.2.2.1 --- General Success of the HVPT and the LVPT Groupsin the Perceptual Learning --- p.135 / Chapter 5.2.2.1.1 --- Consistent Use of the Same Task --- p.135 / Chapter 5.2.2.1.2 --- Nature of the Training Tasks --- p.136 / Chapter 5.2.2.1.3 --- Use of Identification Tasks --- p.136 / Chapter 5.2.2.1.4 --- Adoption of Feedback --- p.137 / Chapter 5.2.2.2 --- Effectiveness of the HVPT over the LVPT --- p.138 / Chapter 5.2.2.2.1 --- Promotion of Selective Attention ´ؤ Supporting an Exemplar-based approach to Speech Perception --- p.139 / Chapter 5.2.2.2.2 --- Simulation of Real-life Experience --- p.141 / Chapter 5.2.3 --- Production Result --- p.142 / Chapter 5.2.3.1 --- The Relationship between Perception and Production --- p.143 / Chapter 5.2.3.1.1 --- The Motor Theory --- p.147 / Chapter 5.2.3.1.2 --- The Direct Realist Theory --- p.148 / Chapter 5.2.3.1.3 --- General Approach to Speech Perception --- p.149 / Chapter 5.2.4 --- Summary --- p.149 / Chapter 5.3 --- Generalizability of the Training Effects - Research Question 3 --- p.150 / Chapter 5.3.1 --- Review of Research Question 3 --- p.150 / Chapter 5.3.2. --- Perceptual Result --- p.151 / Chapter 5.3.2.1 --- Discussion of the Generalizability of the Training Effects --- p.152 / Chapter 5.3.3 --- Production Result --- p.156 / Chapter 5.3.3.1 --- Discussion of the results in Test of Contextualization --- p.157 / Chapter 5.3.4 --- Summary --- p.159 / Chapter 5.4 --- The Effect of Proficiency Groups - Research Question 4 --- p.160 / Chapter 5.4.1 --- Review of Research Question 4 --- p.160 / Chapter 5.4.2 --- Perceptual Aspect --- p.160 / Chapter 5.4.3 --- Production Aspect --- p.161 / Chapter 5.4.4 --- Discussion of the Effect of Proficiency Groups --- p.162 / Chapter 5.4.4.1 --- Perception and Production as a Process --- p.163 / Chapter 5.4.4.2 --- Indistinguishable Proficiency Levels of the Subjects --- p.165 / Chapter 5.4.5 --- Summary --- p.166 / Chapter 5.5 --- The Effect of Vowels - Research Question 5 --- p.166 / Chapter 5.5.1 --- Review of Research Question 5 --- p.166 / Chapter 5.5.2 --- Perceptual Aspect --- p.167 / Chapter 5.5.2.1 --- Discussion of the Effect of Vowels on Perceptual Learning --- p.168 / Chapter 5.5.2.2 --- Speech Learning Model --- p.169 / Chapter 5.5.2.3 --- Perceptual Assimilation Model --- p.170 / Chapter 5.5.3 --- Production Aspect --- p.172 / Chapter 5.5.3.1 --- Discussion of the Effect of Vowel on Production --- p.173 / Chapter 5.5.4 --- Summary --- p.175 / Chapter 5.6 --- Summary of the Chapter --- p.176 / Chapter Chapter6 --- Conclusion --- p.178 / Chapter 6.1 --- An Overview of the Current Study --- p.178 / Chapter 6.2 --- Contributions of the Current Study --- p.180 / Chapter 6.3 --- Limitations of the Current Study --- p.183 / Chapter 6.4 --- Future Research Directions and Implications --- p.185 / Appendices / Appendix A Consent Form & Survey Form --- p.188 / Appendix B Language Background of the Subjects --- p.191 / Appendix C Production Word List & Reading Passage --- p.193 / Appendix D Perceptual Training Tokens --- p.196 / Appendix E Perceptual Performance in all Tests --- p.199 / Appendix F Perceptual Performance in the Pretest and the Posttest --- p.201 / Appendix G Perceptual Performance in two Tests of Generalization --- p.203 / Appendix H Production Performance in all Tests --- p.207 / Appendix I Production Performance in the Pretest and the Posttest --- p.209 / Appendix J Production Performance in Test of Contextualization --- p.211 / Appendix K Perception and Production Performance in contrast --- p.213 / References --- p.215

This diploma thesis deals with automatic clasification of vowel R. Purpose of this thesis is to made program for detection of pronounciation of speech defects at vowel R in children. In thesis are processed parts as speech creation, speech therapy, dyslalia and subsequently speech signal processing and analysis methods. In the last part is designed software for automatic detection of pronounciation of vowel R. For recognition of pronounciation is used algorithm MFCC for extracting features. This features are subsequently classified by neural network to the group of correct or incorrect pronounciation and is evaluated classification success.