No abstract

The current study aims to fill the gap in the current literature by focusing on the wide scale of nonnative English as a Foreign Language (EFL) teachers' perceptions and opinions in the specific context of a post-Communist country. It focuses on the link between five demographic variables (age, the length of English language study, English teaching experience, stay in English-speaking countries, and the intensity of communication with English native speakers) of Slovak EFL teachers and their English speaking anxiety (ESA) and English speaking quality (ESQ). The teachers' self-perceived causes, consequences, factors, and needs concerning their ESA were also detected. Data were collected by both qualitative methods (questionnaire and interview) and quantitative methods (scale and test). The correlation analyses revealed a negative relationship between most variables and teachers' anxiety and a positive relationship between their age and anxiety. Both qualitative and quantitative results reflect the specifics of teaching EFL in a post-Communist country.

There is a great deal of research focusing on foreign language anxiety (FLA). Though it is widely conceived as an obvious factor in foreign language learning, yet there are many inconsistent conclusions. Therefore, the purpose of this study is to summarize the most relevant information and research findings on FLA causes and consequences from the very beginning of its study in 1970s up to the present day.

Systém praxe sa sústreďuje na viaceré zložky súvisiace s odbornou kvalifikáciou absolventa. Je to prax v kultúrnej inštitúcii, neziskovej organizácii, občianskom združení, štátnej správe, grantovej agentúre, cestovnej agentúre, či prekladateľskej firme, ktorá pracuje s klientmi rôznych kultúr a vyžaduje komunikáciu v anglickom jazyku. Všetky zložky praxe zahŕňajú pozorovanie i praktické vykonávanie príslušnej činnosti.

Проблема и цель. Фонетический метод обычно применяется для формирования у носителей языка логической связи между фонемами и графемами. Поскольку в английском языке данное соотношение считается довольно трудным для обучающихся, не являющихся носителями данного языка, фонетический метод может играть важную роль на занятиях английским языком как иностранным. Фонетический метод является довольно новым в словацком образовательном пространстве, поэтому авторами была предпринята попытка выявить уровень осведомленности о данном методе и определить частотность его применения среди учителей английского языка в Словакии. Методология. В исследовании приняли участия 92 словацких преподавателя английского языка. В исследовании использовались методы анкетирования и полуструктурированного интервью. Результаты. В ходе исследования было установлено, что только половина преподавателей осведомлена о фонетическом методе и менее четверти опрошенных учителей применяют его на своих занятиях. Заключение. Фонетические правила (правила чтения) могут более эффективно помочь лицам, изучающим английский язык как иностранный, в овладении произношением и орфографией данного языка. Более подробная информация о данном методе должна быть включена в учебные планы педагогических учебных заведений и курсов повышения квалификации учителей иностранных языков. Ключевые слова: фонетический метод; произношение; орфография; учителя иностранного языка. *Исследование финансировалось Агентством по научным грантам Министерства образования, науки, исследований и спорта словацкой Республики (VEGA 1/0062/17). Сорадова Даниеладокторант факультета педагогики английского языка, педагогический факультет, университет Константина философа в Нитре, Словакия.

Currently, the problem of early foreign-language education in the conditions of primary school is becoming more urgent, which causes a natural controversy among educators, psychologists, and methodologists; it is facilitated by the fact that a foreign language creates excellent opportunities for awakening interest in the linguistic and cultural diversity of the world, respect for languages and cultures of other nations. Moreover, a foreign language is now a common practice, as training is determined by the needs of society, which is interested in foreign-language literacy of Russian citizens, representing a worthy image of a Russian abroad while strengthening international relations. All this proves the urgency of mastering a foreign language at an early age and requires the search for effective ways to improve the teaching methodology. The article reveals the following aspects: The importance of the problem of organizing early foreign-language education; Features and advantages of early foreign-language education; Organization of early foreign-language education in a functional context; Possibility of improving the skills of foreign speech activity in the conditions of early foreign-language education. Thus, the study showed the importance of the problem of early foreign language education that allows a new view at the problems of intellectual development of primary school students.

The main objective of the study is the content analysis of textbooks most frequently used to teach English at primary schools in Slovakia (English Plus, Project and MORE!) with the focus on teaching pronunciation. Pronunciation exercises are analysed according to the practised phonic subsystem (segmental or suprasegmental), applied teaching technique and form of work (individual, pair, group, or whole-class). The results revealed that mostly suprasegmental phonic subsystem is practiced in the textbooks through pair work and whole class involvement and there is a preponderance of drill technique in the analysed textbooks.

The current study focuses on the link between the age of Slovak EFL teachers and their English pronunciation anxiety and English pronunciation quality. Data were collected by both qualitative (questionnaire and interview) and quantitative methods (scale and test). The correlation analysis revealed positive relationship between age and pronunciation anxiety and negative relationship between age and pronunciation quality which contradicts the traditional belief that the length of teaching experience is a factor reducing teachers' anxiety.