Sirvi Autor "Leijen, Djuddah A. J., juhendaja" järgi

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Hedge use and awareness in English academic writing among Estonian university students
(Tartu Ülikool, 2022) Bull, Jonathan A.; Leijen, Djuddah A. J., juhendaja; Yallop, Roger M. A., juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Maailma keelte ja kultuuride kolledž
Something be like : performativity in the post-ironic memes
(Tartu Ülikool, 2024) McCormick, Vlada; Leijen, Djuddah A. J., juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
Many contemporary media objects are multimodal products, combining several channels of transferring information. One such example is post-ironic statements balancing on the verge of humor and truth. The thesis aims to study how such statements, together with a picture, are viewed as post-ironic and act as communication actors capable of constructing a representation of performative online identity. More specifically, the thesis considers for selection those statements that fulfill the content criterion of referring to subjectivity or a group of people and contain words such as "girls", "me", "women", followed by a description of the person’s action ("be like", "do") and an accompanying picture, which is not limited to selecting and might be a celebrity photo, art, or a movie shot. Multimodal Discourse Analysis as a method includes criteria such as semiotics, intertextuality, and contextuality, which are responsible for examining the selected images in accordance with the research questions and chapters. Objects are first examined for their post-ironic core with the criteria of semiotics in the first chapter. Their intertextual nature is analyzed in the next chapter dedicated to identifying tools that assist in recognizing memes and their interconnections. The last chapter deals with the objects’ ability to help construct an online identity and express oneself, considering the influence of such contextual concepts as multivoiced information dissemination, fake news, authenticity and femininity.
Supporting and hindering factors to adults in the process of learning English in non-formal education
(Tartu Ülikool, 2021) Kalmus, Mario; Leijen, Djuddah A. J., juhendaja; Tartu Ülikool. Anglistika osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride kolledž
Lifelong learning is considered to be of great importance in the whole world, including Estonia. Goals set in education in Estonia prioritise learning other languages as well as increasing the number of adults in lifelong learning generally. Although the number of adult learners in Estonia is increasing every year, more adults could be engaged in non-formal education. Thus, it is of high priority to enhance the quality of courses tailored to adults. The purpose of this thesis is to investigate, which factors support or hinder adult learners enrolled at a non-formal education centre learning English. There are two research questions: 1. What factors support learning English as reported by adult learners in non-formal education? and 2. What factors hinder learning English as reported by adult learners in non-formal education?
The affect and effect of asynchronous written artefacts (cover letters, drafts, and feedback letters) within L2 English doctorate writing groups
(2020-10-13) Yallop, Roger Michael Alan; Leijen, Djuddah A. J., juhendaja; Pajusalu, Renate, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond
Vastastikune tagasiside aitab parandada üliõpilaste kirjutamisoskust. Väitekiri uurib, kuidas parimal viisil kasutada kirjaliku vastastikuse tagasiside protsessi selleks, et toetada doktorantide kirjutamisoskust pikas perspektiivis. Doktorandid jaotatakse väikestesse kirjutamisrühmadesse, kus neid õpetatakse üksteist toetama teadusväljaannetes avaldatavate artiklite mustandite kirjutamisel. Doktorandid saadavad oma rühmas üksteisele regulaarselt kirjalikku tagasisidet töös oleva artikli mustandi kohta. Selleks, et aidata luua kasulikke tagasisidekommentaare, kirjutab iga doktorant kaaskirja, kus selgitab, mida ta oma mustandi hindamiselt ootab. Seega kirjutavad rühmaliikmed oma tagasisidekommentaarid autori mustandile kaaskirja põhjal. Seejärel otsustab mustandi autor, kuidas hindajate kirjalikke tagasisidekommentaare rakendada, et oma mustandi järgmist versiooni parandada. Teadmised selle kohta, mis on hea kaaskiri ja head tagasisidekommentaarid (st tagasiside hea tava), aitavad teadlastel välja töötada paremad pedagoogilised lahendused, mis toetavad kirjutamisrühmades pakutavat õpet. Sellest tulenevalt on siinsel väitekirjal kaks põhieesmärki. Esiteks, selgitada doktorantide kaaskirjade ja tagasisidekommentaaride kvantitatiivse ja kvalitatiivse analüüsi kaudu välja kirjaliku tagasiside hea tava. Teiseks, luua saadud andmete sekundaarse analüüsi põhjal kirjaliku vastastikuse tagasiside protsessi mudel (nn AWFP-mudel). Väitekirjas kirjeldatud kirjutamisõpetuse raamistikku (st AWFP-mudelit koos tagasiside hea tavaga) saavad kasutada õppejõud ja teadlased.
The effects of writing interventions on students` attitude toward writing among the 7th and 9th Form pupils of Tartu Kivilinna School
(Tartu Ülikool, 2021) Näär, Kaisa-Liina; Leijen, Djuddah A. J., juhendaja; Tartu Ülikool. Anglistika osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride kolledž
The present thesis aims to discover whether giving students opportunities to engage in creative writing increases their attitude toward writing in general. This topic is important as the Estonian curriculum does not include creative writing, which has been shown to boost students` motivation and aide language acquisition. The three main hypotheses were that giving students the opportunity to write freely would lead to an increase in attitude, that an interesting topic would motivate students and that language level influenced the students` perception of writing.
The Hero’s Journey and Kishotenketsu in Miyazaki’s Howl’s Moving Castle: The Co existence of Story Structur
(Tartu Ülikool, 2024) Kiik, Laura; Leijen, Djuddah A. J., juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
In an increasingly globalizing world, we are exposed to different cultures and customs, including different storytelling techniques. However, a desire to identify or interpret stories through the lenses of a single encompassing model seems to exist in Western societies, which may result in a limited or false understanding of other cultures. Furthermore, as we tend to think and understand the world through stories, it is paramount that we do not only acknowledge the differences in perspective but also do our best to consider alternative ways of understanding the world to enrich our own personal thinking. As an attempt to explore and introduce two possible ways of telling a story and how they can productively co-exist, this thesis analyzes Hayao Miyazaki’s retelling of the British novel Howl’s Moving Castle through the Western Hero’s Journey and Japanese kishotenketsu, since the movie provides a compelling example of hybridized storytelling. The thesis begins with a general overview of the relevance of the topic and is followed by a more in-depth theoretical background of other related subjects. Later in the thesis, the movie is analyzed using the story structures in question and some further differences not directly connected to the models are discussed.
The use of first person pronoun in academic texts
(Tartu Ülikool, 2021) Vaher, Anna; Jürine, Anni, juhendaja; Leijen, Djuddah A. J., juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Anglistika osakond; Tartu Ülikool. Maailma keelte ja kultuuride kolledž
Academic writing has a set of rules that everyone in academia follows. One of these set rules is related to neutrality. In academia neutrality means that the author does not make their own presence noticeable in the text. This project was carried out because contemporary studies have shown that the rule of anonymity is not always the best option and an author’s stance in the form of self promotion is encouraged. This thesis focuses on self promotion in academic papers written in the department of English studies in the University of Tartu. The aim of this paper is to analyze the extent to which authors use self-promotion pronouns in their academic papers and what functions do those pronouns hold. In addition, this paper also reports on the differences between gender usage of pronouns and to control the differences between the four fields of the English studies department. This analysis focuses on master dissertations written by students of the English language department between the years 2013-2021. AntConc software was used to analyse a corpus of 36 Master’s theses.