Tato bakalářská diplomová práce nabízí detailní přehled o pokrytí problematiky slovosledu a aktuálního členění výpovědi ve čtyřech vybraných učebnicích češtiny pro cizince. K analýze byly zvoleny knihy New Czech Step by Step Lídy Holé, Čeština krok za krokem 2 Lídy Holé a Pavly Bořilové, Communicative Czech: Elementary Czech Ivany Bednářové a Magdaleny Pitnarové. Čtvrtou publikací je Čeština pro cizince: Základní kurs Karly Hronové a Milady Turzíkové. Jádrem práce je třetí kapitola, v jejíchž podkapitolách jsou uvedené knihy jednak charakterizovány, jednak analyzovány. Předchozí dvě kapitoly vytváří teoretický podklad k práci s učebnicemi. První informuje o Společném evropském referenčním rámci pro jazyky, na něm založených popisech referenčních úrovní pro češtinu a požadavcích na znalost slovosledných témat stanovených tvůrci těchto popisů. Druhá kapitola vysvětluje nejdůležitější aspekty českého slovosledu. V poslední, čtvrté kapitole, jsou představeny výsledky testů, vytvořených pro zahraniční studenty češtiny s cílem zjistit jejich znalosti českých slovosledných principů.This bachelor thesis aims to inform about the coverage of the main principles of Czech word-order in four chosen coursebooks of Czech for foreigners. The analysed books are New Czech Step by Step by Lída Holá and its sequel, Česky krok za krokem 2, which was written by Lída Holá and Pavla Bořilová. The third book is Communicative Czech: Elementary Czech by Ivana Bednářová and Magdalena Pitnarová. The last one is Čeština pro cizince: Základní kurs by Karla Hronová and Milada Turzíková. The thesis is divided in four chapters, each giving relevant information to the main topic. As the current language policy of European Union is based on standards of the Common European Framework of Reference for Languages, the basic sources of judgement of the relevance of information given by the coursebooks are reference level descriptions for Czech. Both the Common European Framework of Reference for Languages and the reference level descriptions for Czech are introduced in the first chapter of this paper. The last part of the chapter informs about the required knowledge of Czech word-order principles according to the reference level descriptions. The second chapter of the thesis focuses on the characteristics of Czech word-order. It is divided in three subchapters. The first one informs about functional sentence perspective, the most important factor influencing the arrangement of Czech sentence constituents. The second one is giving information about those cases when grammatical structure of a sentence influences its word-order. The last subchapter deals with the rhythmical principle of Czech word-order. The main chapter, which offers the analysis of the coursebooks, is the third one. It is structured into three sections. At first, the characteristics of the books as well as the reasons why they were chosen are given. Next, a summary of word-order related content in each book is given. The last part of the chapter contains an evaluation of this content, compares its coverage with requirements of the reference level descriptions and with the relevance which singular aspects of Czech word-order bear according to theory. As the field of interest of this paper is language learning, it was considered desirable to test the actual knowledge of the described principles among foreign students of Czech. Two versions of the test were made, corresponding in the complexity of chosen vocabulary, grammatical structures and word-order features with the levels of students' knowledge. The content, structure and results of the tests are presented in the last, fourth chapter of the paper. The appendix of the thesis contains full versions of both tests for better understanding of the last chapter's content.