English Phonetic Transcription in Slovene Secondary SchoolsKajbič, Urška (Avtor) Jurančič, Klementina Penelope (Mentor) phonetic transcriptionlanguage learningpronunciation teachingword stresssyllable clappingThis thesis explores the role of phonetic transcription in teaching English pronunciation to Slovene secondary school students. Pronunciation has long been marginalised in EFL classrooms, yet it is crucial for intelligibility. For Slovene learners, whose L1 is syllable-timed, the main difficulty lies in adapting to the stress-timed rhythm of English, especially in recognising word stress. The research combined two parts: an analysis of six secondary school coursebooks and an experimental study. The coursebook analysis revealed that phonetic transcription is often limited to glossaries, leaving learners without clear guidance on stress placement. The experiment compared traditional teaching with a kinaesthetic technique—clapping for syllables. Results showed that the experimental group did not outperform the control group in transcribing -ed endings or schwa. However, this outcome points to a transitional stage: the experimental group had already disrupted Slovene stress patterns but had not yet stabilised English ones. The findings highlight the importance of phonetic transcription as a tool that bridges segmental and suprasegmental levels, supports the shift from orthography to pronunciation, and makes hidden features such as vowel reduction and allomorphic variation visible. Combined with kinaesthetic techniques, it offers a pathway for more systematic and effective pronunciation teaching in Slovene classrooms.U. Kajbič20252025-09-15 00:15:06Magistrsko delo/naloga95341sl