Náležitosti

j
ə
 / (Kelly 2000, 111) 
Intrusive r - although the phoneme ´r´ does not occur in syllable-final position in RP 
accent (as ´Received Pronunciation´
5
is non-rhotic), RP speakers often use ´r´ to link 
words ending with a vowel, even there is no written letter ´r´ to make speech sound 
more smoothly. (Crystal 2003, 247) For example: I saw it / 
s
Ǥ
:
rit
/
For the purpose of the research, the knowledge of the terminology is a need.
Deeper discussion concerning supra-segmental elements is not adequate in respect to 
the needs of the research.
5
´Received Pronunciation´ - is “The regionally neutral, prestige accent of British English.” (Crystal 
2002,467) David Crystal continues, “RP is no longer the preserve of a social elite, it is best described as 
an ´educated´ accent.” (2002, 365) Alfred Gimson adds, “RP remains the educated speech of the South 
East England and is recommended in general terms to the foreign learner.” (1989, 315) 

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25 
3. 
Developing English Pronunciation 
3.1 
Pronunciation and Language Learning 
Developing pronunciation should be first considered in the wider context of 
learning a language. Most people learning a foreign language wish to become proficient 
in listening, speaking, reading, and writing. General knowledge tells us that listening, 
speaking, reading, and writing are considered language skills. Pronunciation, grammar, 
vocabulary, and spelling are language sub-skills. (Hendrich 1988, 129-130) Listening 
and reading are called receptive skills: as the listener and reader receives a message 
being conveyed by means of language. Speaking and writing are productive skills: as 
the speaker and writer sends a message to be conveyed. According to Peter MacCarthy
Speaking and pronouncing relate, although pronunciation concentrates only on 
how the speaking is done
;
while speaking involves both pronouncing and what 
is said. (1978, 7) 
On the one hand there are people who pronounce a language well but they are unable to 
find words matching the situation. On the other hand, people may be able to find words 
to match the situation but their inaccurate pronunciation can lead to misunderstanding 
as well. ´What does that mean in terms of developing pronunciation?´ The above 
mentioned examples demonstrate speakers´ main problems, explain most common 
reasons, and emphasize the need for developing all the skills and sub-skills in teaching 
and learning a language. These examples provide evidence that developing 
pronunciation is at the same level of importance as the other three language sub-skills 
[vocabulary, grammar, and spelling] and four skills [listening, reading, writing, and 
speaking]. 
For the purpose of the research and the thesis, pronunciation is considered to be 
one of language skills that are to be developed together with other language skills and 
sub-skills. The deeper survey into the history of language learning theories with respect 
to pronunciation will be aimed at the chapter 3.3.1 called ´What to Develop?´.