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.
Key words: Content analysis, English textbooks, teaching pronunciation, phonic subsystem, techniques, form of work
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