Abstract
In the vast majority, literacy is perceived as a grammatical, marginally lexical matter. On a phonetic level, this quality is usually neglected, already in school practice.
In our paper we deal with the approach of teachers of different educational levels to the issue of "literary pronunciation" and orthoepy. We relate the teachers' knowledge of this topic and the ability to discriminate speech segments on the one hand and the quality of pupils' speaking skills on the other.
We prove this connection by analyzing the speeches of students and the results of teacher tests. It turns out that phenomena that teachers are able to recognize are also able to eradicate pupils from speeches.
The quality of teachers 'phonetic education directly affects the culture and quality of their students' spoken language.