Sirvi Autor "Klavan, Jane, juhendaja" järgi

Nüüd näidatakse 1 - 20 47

A corpus based study of formulaic language use by native and non-native speakers
(Tartu Ülikool, 2020) Piiri, Andreas; Klavan, Jane, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Inglise filoloogia osakond
Although language makes use of formulaic patterns, knowing and using these formulaic patterns of words can prove to be quite difficult for non-native speakers of English. Since knowledge on formulaic language can both improve learners’ comprehension and production of the language, it might be important for learners to familiarize themselves with these formulaic patterns. The aims of this thesis are to analyze whether or not non-native speakers use formulaic language more in their writing or in their speech as well as to compare the formulaic language use between native and non-native spoken language. Therefore a corpus-based analysis was conducted, which utilized the Tartu Corpus of Estonian Learner English (TCELE) for the written corpus, Loucain International Database of Spoken English Interlanguage (LINDSEI-EST) for the non-native spoken corpus, and Michigan Corpus of Academic Spoken English (MICASE) for the native spoken corpus.
A corpus-based study of adjective intesification among native speakers and learners of English
(Tartu Ülikool, 2022) Savchenko, Denys; Klavan, Jane, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride kolledž
A corpus-based study of like in Estonian EFL learners’ speech
(Tartu Ülikool, 2021) Konso, Johanna; Klavan, Jane, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Anglistika osakond; Tartu Ülikool. Maailma keelte ja kultuuride kolledž
Pragmatic markers (PMs) are an essential part of conversation. However, with PMs such as like appearing everywhere, they are stigmatised as being only used for hesitation and therefore being meaningless. While definitely an important function of like, the word has a multitude of other uses that are prominent in speech. This paper hopes to disprove the common belief that like is only used for hesitation, as well as determine how different is the use of like in speech between Estonian learners of English as a Foreign Language (EFL) and native speakers. In order to answer that question, a corpus-based study was carried out, using the Estonian subcorpus of the Louvain International Database of Spoken English Interlanguage (LINDSEI-EST) and Louvain Corpus of Native English Conversation (LOCNEC) respectively. While there have been theses written utilising the LINDSEI-EST corpus, PMs in Estonian EFL learners’ speech have received almost no attention so far.
A corpus-based study of multi-word verbs in hip-hop
(Tartu Ülikool, 2023) Levin, Mark Aaron; Klavan, Jane, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Maailma keelte ja kultuuride instituut
A corpus-based study of the filler so in the speech of Estonian EFL learners
(Tartu Ülikool, 2024) Varula, Romi; Klavan, Jane, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
Discourse markers (DMs) in speech have been extensively researched, particularly since the late twentieth century, with growing focus on DMs in learner language in recent decades. However, filler words in learner language have not been as vastly researched and thus, this thesis at hand aims to address this gap by contributing to a few studies made in Estonia so far. The thesis focuses primarily on the use of the filler so in the speech of Estonian learners of English as a Foreign Language (EFL) and native English speakers utilizing the Estonian subcorpus of the Louvain International Database of Spoken English Interlanguage (LINDSEI-EST) and the Louvain Corpus of Native English Conversation (LOCNEC). Additionally, it aims to analyse whether so is used more as a filler, a conjunction or an adverb between the two groups. The introduction part of the thesis introduces the topic and corpora at hand, states the two research questions and gives an overview of all the sections of the thesis. The first part is concerned with previous studies conducted on both discourse markers and fillers in speech and how so functions as a filler, a conjunction and an adverb. The empirical section of the thesis gives an overview of the methodology, the corpora used in the study and analyses the use of so. The last part of the thesis discusses the findings based on the results gathered from the data. The conclusion answers the two research questions presented in the introduction and suggests possibilities for further research in similar field of study.
A corpus-based study of the polysemy of 'cheers' in American and British English
(Tartu Ülikool, 2018) Saar, Signe-Renate; Klavan, Jane, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Inglise filoloogia osakond
Korpusepõhised uurimused on valdkond, mis annab hea ülevaate kindla valitud keele kindla keeleüksus(t)est. Käesoleva tööga püüan anda vaadet sõna cheers erinevatele kasutusvõimalustele Ameerika ja Briti inglise keeles. Mainitud sõna valisin sõna polüseemia tõttu. Polüseemia tähendab, et sõnal on mitu tähendust. Minule põhiliselt huvi pakkuv valdkond oli näha, kas ja milliseid erinevusi on sõnal inglise keele kahes põhivariandis. Näiteks soovisin ma teada saada, kas cheers’i kasutatakse tänuavaldusena rohkem Briti või Ameerika inglise keeles.
A task-based needs analysis of English language training for the Estonian Defence Forces active service personnel
(Tartu Ülikool, 2018) Raudvere, Liis; Klavan, Jane, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond
Käesoleva magistritöö eesmärgiks oli viia läbi Eesti Kaitseväe tegevväelaste inglise keele vajaduste analüüs, et koostada erialakeele õppekavad, mis vastaksid õppurite vajadustele ja soovidele. Tegemist on esmase uuringuga pikema vajaduste analüüsi projekti raames. Töö koosneb teoreetilisest osast, mis kirjeldab sõjalise inglise keele olemust ja eripära ning annab ülevaate koolitusvajaduse analüüsi meetoditest ning allikatest. Tuginedes teistele olulisematele militaarvaldkonna keelevajaduse analüüsi uuringutele (nt Aho 2003, Lett 2005, Park 2015) viidi käesolev uurimus läbi lähtuvalt ülesandepõhise keelevajaduse analüüsi teooriast (vt Long 2015).
Abstraktsete verbide suund katse põhjal
(Tartu Ülikool, 2013) Sengbusch, Margareth; Tragel, Ilona, juhendja; Klavan, Jane, juhendaja; Tartu Ülikool. Eesti keele osakond
Aspects of motivating adult students of English at an adult high school
(Tartu Ülikool, 2018) Tuhkanen, Aili; Klavan, Jane, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond
The purpose of this MA thesis is to find out how the length of the break influences adult students’ motivational intensity, L2anxiety and group cohesion in the process of learning English at Tartu Adult High School. In today’s fast changing world adult education is becoming more and more important because the number of adult students is growing. Adult high schools give a second opportunity for those grown ups who, for some reason, have quit their studies but have now reached a decision to graduate basic school or high school. As there are mature students with various length of break between their previous and present schools, it is relevant to investigate how this factor influences their motivation to study English as an L2 at Tartu Adult High School. The thesis is divided into two chapters. The first chapter presents a literature overview of the interpretation of motivation in the main contemporary theories starting from the beginning of the 20th Century and finishing with Dörnyei and Ushioda’s viewpoints on it. For the reason that the aim of this research is to study adult students’ motivation to learn English as an L2, the main principles of adult learning are also explained at the end of this chapter. The second part of Chapter 1 focuses on Dörnyei and Ushioda’s L2 motivation, L2 anxiety, group cohesion and Dörnyei’s L2 self-system.
Becoming a noun: the case of cyber
(Tartu Ülikool, 2022) Üle, Ilmar; Klavan, Jane, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Maailma keelte ja kultuuride kolledž
Calculating the error percentage of an automated part-of-speech tagger when analyzing Estonian learner English: an empirical analysis
(Tartu Ülikool, 2018) Undo, Aare; Klavan, Jane, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond
Teksti sõnaliikideks jaotamine sündis koos lingvistikaga, kuid selle protsessi automatiseerimine on muutunud võimalikuks alles viimastel kümnenditel ning seda tänu arvutite võimsuse kasvule. Tekstitöötluse algoritmid on alates sellest ajast iga aastaga üha paranenud. Selle magistritöö raames pannakse üks selle valdkonna lipulaevadest proovile korpuse peal, mis hõlmab eesti keelt emakeelena kõnelevate inglise keele õppijate tekste (TCELE korpus). Korpuse suurus on antud hetkel ca. 25 000 sõna (127 kirjalikku esseed) ning 11 transkribeeritud intervjuud (~100 minutit). Eesmärk on hinnata TCELE ja muude sarnaste korpuste veaprotsenti. Töö esimeses osas tutvustatakse lugejale korpuse kokkupanemist, annoteerimist ja väljavõtet (ingl. retrieval ) ning antakse ülevaade sõnaliikide määramisest ja veaprotsendist. Pärast seda antakse ülevaade varasematest uuringutest ning vastatakse muuhulgas, järgnevatele küsimustele: mida on eelnevalt tehtud? Mis olid uuringute leiud? Millised automaatsed märgendajad (ingl. taggers) ja sõnaliikide loendeid (ingl. tagset ) kasutati?
The cognitive linguistic approach to teaching idioms: a case study with Estonian secondary school EFL students
(Tartu Ülikool, 2017) Jermoškin, Sigrit; Klavan, Jane, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride kolledž
Since idioms appear difficult for the EFL students to understand and comprehend and the traditional teaching methods are stated to be inefficient, it is necessary to look for alternative ways of teaching. One of the ways praised by several scholars is the cognitive linguistic approach. Therefore, this thesis focuses on the applicability of the cognitive linguistic approach of teaching idioms to secondary school EFL students and to assess its efficiency. Furthermore, comparisons with the traditional teaching method are provided as well. The thesis is divided into two main chapters – literature review of teaching idioms in EFL classroom and the empirical study. The first chapter is divided into two sections. The first section includes the definition of idioms and gives an overview of the concept of metaphoric idioms. The second section focuses on teaching idioms in EFL classroom via using the traditional teaching method and the cognitive linguistic approach. The necessity of teaching idioms is highlighted and the challenges of teaching such complex vocabulary elements are addressed. Furthermore, the opportunities of the cognitive linguistic approach are introduced by examining previous studies done in that field. The second chapter provides an overview of the empirical study, which consisted of an experiment conducted with 24 Estonian secondary school students. Furthermore, the results of the study are discussed in accordance with the used literature. Additionally, the main findings of the experiment are discussed and concluded. The shortcomings of the study are addressed as well. The conclusion emphasises the importance of the topic and summarises the main findings. It gives an overview of how the results can be beneficial for the EFL teacher. Finally, possible options for further study are provided as well.
The compilation and lexicogrammatical analysis of an Estonian spoken mini-corpus of English as a lingua franca
(Tartu Ülikool, 2017) Kirsimäe, Merli; Klavan, Jane, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride kolledž
Although the research of English as a lingua franca (ELF) is a relatively recent development, it has nevertheless rapidly become an acknowledged field of study that also causes considerable debate among linguists and English language teaching professionals. Over the past decade or so, ELF scholars have compiled several spoken corpora to explore the features of ELF and have described them from the perspective of pronunciation (Jenkins 2000, Walker 2010), pragmatics (Kaur 2011, Seidlhofer 2011, Walkinshaw & Kirkpatrick 2014) and lexicogrammar (Seidlhofer 2004, Dewey 2007b, Breiteneder 2009, Önen 2014). Jenkins (2007) and Seidlhofer (2011) have both elaborated on the topic of attitudes towards ELF and identity regarding ELF. The sociolinguistic aspects of ELF have also been explored in the Estonian context (Soler-Carbonell 2014, 2015), but the lexicogrammatical aspects have not. To fill that gap, a mini-corpus of spoken ELF was compiled for this thesis to see whether any of the lexicogrammatical features identified by previous ELF research occur with Estonian ELF speakers as well. Another aim of the thesis was to discuss the possible pedagogical implications of these findings. The Introduction of the thesis presents a brief overview of previous research into ELF, its relation to pedagogy, the aims of the thesis and why the thesis is of relevance. The first chapter provides a more detailed account of the development and relevance of ELF research along with how spoken corpora have been and are compiled and used to describe ELF. In addition to that, the points of contact between ELF and English language teaching and the need for reconciliation between the two paradigms are discussed together with a short summary of the criticism that has been directed at the concept of ELF. The second chapter provides a description of the compilation process of the spoken ELF mini-corpus, the participants involved and the transcription and annotation of the interviews that were recorded to compile the corpus. The corpus is analysed from the perspective of innovations in the use of articles, prepositions and collocations with verbs of high semantic generality. Comparisons are drawn with similar studies by other scholars. The thesis ends with a discussion on the underlying motives for the innovations found in the corpus and their pedagogical implications. The limitations and possibilities for further research are also outlined together with a summary of the findings of the study in light of the theoretical framework presented in the thesis.
Corpus-based analysis of idioms describing emotions in British and American English
(Tartu Ülikool, 2020) Kull, Shara Hannamary; Klavan, Jane, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Inglise filoloogia osakond
This bachelor’s thesis aims to analyse idioms describing three basic emotions – happiness, sadness, and anger – in the British and American varieties of English using Corpus of Contemporary American English and British National Corpus for frequency counts. Idioms make language colourful and vivid. Idioms are frequently used to express emotions. However, learning and understanding idioms can be difficult. Furthermore, materials, such as textbooks and idiom dictionaries can often contain idioms that are not frequently used, making the studying of said idioms impractical. The findings of the thesis at hand show which emotion idioms are used frequently and which are not.
Eesti keele sünesteetiliste metafooride vastuvõetavus 6., 9. ja 12. klassi õpilaste seas
(Tartu Ülikool, 2017) Kaasik, Ly; Klavan, Jane, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Eesti ja üldkeeleteaduse instituut
Eesti keele tajuverbi nägema polüseemia sorteerimiskatse põhjal
(Tartu Ülikool, 2014) Proos, Mariann; Klavan, Jane, juhendaja; Tartu Ülikool. Filosoofiateaduskond; Tartu Ülikool. Eesti ja üldkeeleteaduse instituut
ENG: Effectiveness of still images vs. short video clips as visual aids in vocabulary learning and retention - a comparative study among 8-9th grade EFL students
(Tartu Ülikool, 2024) Roots, Jüri; Klavan, Jane, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
The present master’s thesis suggests that images and videos can be utilised as information organisers and mnemonic aids to enhance the aspects of attention, memorisation and recall in the learning process of previously unknown vocabulary. The aim of this thesis is to compare these two media and evaluate their relative effectiveness as aids in the context of learning new vocabulary. A quasi-experiment in three phases with 50 students from Estonian school was conducted where participants watched slideshows with images and short videoclips with text captions on screen. Their ability to recall previously unknown words after watching the slideshows was documented. The thesis consists of an introduction, two core chapters and an overview of the quasi-experiment results. The aim and research question are presented in the introduction. Chapter one gives an overview of the literature and addresses the most relevant theoretical considerations related to the thesis. Chapter two focuses on the methodology of images and video clips used, the design of the quasi-experiment with immediate pre-, post- and delayed post-test data analysis, followed by the section where the results are summarised.
Error rate of automated part-of-speech tagging of Estonian academic learner English
(Tartu Ülikool, 2021) Kaljuste, Karl August; Klavan, Jane, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Anglistika osakond; Tartu Ülikool. Maailma keelte ja kultuuride kolledž
Corpora are a great tool for linguistic research and improving learner language. At the moment, there exists the Tartu Corpus of Estonian Learner English (TCELE). However, it is small and lacking academic learner English. Building a corpus of Estonian academic learner English (EALE) could fill the gap in TCELE and provide worthwhile information for students, teachers and researchers alike. Modern corpora include various types of annotation and tagging words for their part of speech (POS) is the most common of them, but manual tagging is an overwhelmingly long and difficult task. Automated taggers can make this process relatively fast and easy. However, while automated tagger performance has been evaluated with both native writing and learner writing, there is a lack of research of automated tagger performance on academic learner writing. This paper aims to study the accuracy of automated POS tagging of EALE. To achieve this, a corpus of EALE was built and tagged using the Natural Language Toolkit (NLTK) POS tagger with the results compared against a sample of manually added tags.
Estonian ninth grade students' beliefs about learning English in and outside of school
(Tartu Ülikool, 2019) Mugra, Siiri; Klavan, Jane, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond
The aim of the current thesis is to find out what are the Estonian ninth grade students’ beliefs about learning English in and outside the classroom. This thesis is influenced by similar research conducted by Alastair Henry and Christina Cliffordson in Sweden in 2017. Their research shows that there are many factors that affect how actively students engage in learning in formal situations. English in the context of Estonia and Sweden are somewhat similar and students tend to spend a lot of their free time doing English-mediated activities outside classroom. This trend indicates that looking at students’ use of English outside the classroom is a potential research area also in the context of Estonia.
Gamification in education: practising English phrasal verbs using a gamified activity
(Tartu Ülikool, 2021) Mägi Ravn, Morten; Klavan, Jane, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond
The lack of engagement is a problem for many students in school and a number of potential ways to solve this issue have been proposed. One such solution is the implementation of gamification. Gamification is “the use of game design elements in non-game contexts” (Deterding et al. 2011: 2). Since games have been characterised as fun, gratifying, involving, and motivating (Prensky 2001: 106), including elements from games into non-game contexts should lead to increased engagement in students. The purpose of this thesis is to analyse whether a gamified activity has any positive effect on the engagement of younger, 6th grade students – a relatively underexplored age group. Additionally, this thesis aims to analyse how three game elements – points, time constraints, and cooperation – affect the engagement of these students. The scope of the study conducted in this thesis is small, but since the students participating in it are part of an underrepresented age group, this thesis still hopes to provide valuable data for further research.