Abstract
Phonetic aspects are one of the most underestimated parts of Czech language teaching despite the high demands in the curriculum. What appears to be more important are teachers' beliefs about language teaching, which prefer grammar and written mode than the spoken mode with its accompanied disciplines.
What also appears to be crucial is the teachers' position as the speaking model for their pupils. However, research shows that the teachers' own knowledge of the orthoepic norm and their competence to execute it in their speaking might be rather low.
This is also reflected in the pupils' knowledge and skills. The paper elaborates on these issues and presents the authors' research findings in the area.