The Teaching And Learning Of English Indirect Questions: Perceptions Of Czech Native Speakers

Abstract

This paper presents a case study which focused on the issue of teaching and learning English indirect questions from both learners´ and teachers´ points of view. The research was carried out during the 2020–21 academic year, and its objective was to identify possible ways of making the process of teaching and learning of English indirect questions in the Czech educational environment more effective. A qualitatively oriented study was carried out within the framework of the course called “Practical English and its Methodology” offered to pre-service teachers of the Faculty of Education of the University of Hradec Kralove (Czech Republic) majoring in teaching English at Czech elementary schools. 16 students participated where they explored learning and teaching materials and reflected on them. The findings revealed that the students realised that their linguistic and methodological competence should be improved and they were willing to find inspirations concerning possible ways of presenting and practising indirect questions in English classes. They highlighted some existing similarities between English and Czech indirect questions. Their awareness of these similarities can help improve their teaching techniques when teaching English indirect questions to Czech native speakers.