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Table No.10: Segmental level – Frequency of Performance Training Activities
Code 
Frequency 
EPPC1PT01 
6x 
EPPC1PT02 
3x 
EPPC1PT03 
19x 
EPPC1PT04 
10x 
EPPC1PT05 
9x 
EPPC1PT06 
15x 
EPPC1PT07 
4x 
EPPC1PT08 
11x 
EPPC1PT09 
8x 
85 
 
There are two issues considered useful and interesting in the process of results analysis. 
The first issue aims at frequency. The second issue considered important aims at the 
amount of Auditory Training Activities compared with the amount of Performance 
Training Activities.
Firstly, as seen from the tables above, the most frequent Auditory Training 
Activity concerns picture dictation under the codes EPPC1AT03/ EPPC1PT03. This 
activity was used in 19 lessons from the total number of 25. Immediately after 
completing, the same activity type followed but this time on the level of ´Performance 
Training´. It was not T-Ss interaction, but each S was asked to dictate a few words. The 
second most frequent activity type was used in 15 lessons, and it is the activity when the 

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teacher B says a short sentence and each pupil is asked to repeat what was said and adds 
one more word. This activity matches the codes EPPPC1AT06/EPPC1PT06. There are 
two reasons for using these two types of activities so often. Firstly, in each lesson a few 
new words were introduced, and so there was a need to revise both the correct 
pronunciation and the meaning often, as the learners forgot the words very quickly. 
Secondly, the learners liked the activities, sometimes they even asked for them. It is to 
be illustrated that two activities concerning tape recordings were used least. One was the 
Auditory Training Activity coded EPPC1AT02, used four times. This activity was 
performed four times because there were no similar or same recordings available on the 
tape. The second activity was the Performance Training Activity coded EPPC1PT02, 
used in three lessons. The reason concerns the topic of the use of mother tongue during 
the lessons. Although the teacher B focused on using more English than Czech, the 
amount of Czech language was still quite high and so more Czech-English word 
translations were not considered necessary.  
 
Secondly the comparison of the work amount focusing on reception (Auditory 
Training Activities) and production (Performance Training Activities) is to be 
discussed. As seen in tables No.8 and 10, with only two exceptions, one coded 
EPPC1AT02/EPPC1PT02 and the other EPPC1AT04/EPPC1PT04, each type of 
Auditory Training Activity was followed by the same type of Performance Training 
Activity. The total number of Auditory Training Activities is estimated to 86, the total 
number of all Performance Training Activities to 85. When compared, the amount of 
Auditory Training and Performance Training Activities, on the segmental level, is 
nearly balanced. Moreover, the numbers show that on average, there were at least three 
activities focusing on reception and at least three segmental activities focusing on 
production in each lesson.