Sirvi Autor "Torn-Leesik, Reeli, juhendaja" järgi

Nüüd näidatakse 1 - 20 32

A Corpus–based study of amplifiers in Latvian EFL learners’ Writing
(Tartu Ülikool, 2025) Vīre, Madara; Torn-Leesik, Reeli, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
The aim of this study is to examine the use of amplifiers in the writing of Latvian learners of English. The investigation is based on data from the LEFL (Latvian EFL Learner) corpus and the GiG (Growth in Grammar) corpus, allowing for a comparison between foreign–language (L2) and first–language (L1) English usage. The focus on amplifiers was motivated by a preliminary analysis, which revealed that adverbs of degree, more specifically amplifiers, produced the highest number of occurrences in the corpus. The most frequent amplifiers – really, very, and more – aligned with findings from previous studies, confirming their status as common modifiers. While adjectives were the most frequently modified items across both corpora, the native speaker data displayed a greater variety of modified words, whereas the learner corpus exhibited a broader range of amplifier. Furthermore, the study explored potential first–language (L1) influence on foreign–language (L2) usage; however, it was concluded that the dataset was too limited in size to draw definitive conclusions regarding this aspect. Keywords: adverbs of degree, amplifiers, corpus linguistics, Latvian EFL learners
An analysis of Estonian gaming streamers’ English-Estonian code-switching
(Tartu Ülikool, 2020) Lifländer, Loore; Torn-Leesik, Reeli, juhendaja; Vihman, Virve-Anneli, juhendaja; Tartu Ülikool. Anglistika osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride kolledž
Examining contact effects in language use helps to better understand contact-induced language change as well as the interaction between specific languages. The parallel use of at least two languages in one utterance is called code-switching. The use of code-switching allows for structural and semantic impact, which may result in new and interesting combinations. This MA thesis discusses English-Estonian code-switching in the Estonian online gaming community with the aim of answering two research questions: how do Estonian gamers use English code-switches in their Estonian utterances and can a cross-modal effect of code-switching be determined.
An analysis of linguistic features of American football
(Tartu Ülikool, 2025) Belous, Anton; Torn-Leesik, Reeli, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
This thesis looks at the linguistic features that are used within American football whilst also comparing how such characteristics have been used before. A total of nine transcripts were taken and analysed to see if gridiron football commentary has gone through any major changes or if it has not really changed much over the years. The first part covers the language used in sports and their characteristics while also introducing the roles of the commentators and the differences between radio and television broadcasts that were used in the second part. Additionally, the first half of the paper takes a brief look at previous studies covering this topic. The second half of the paper compares several aspects, which were identified by previous studies and books on this topic.
British and American accent features in the pronunciation of Estonian learners of English
(Tartu Ülikool, 2025) Laiuste, Karl Mattias; Torn-Leesik, Reeli, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
This thesis examines how Estonian learners of English produce five phonetic features associated with Standard Southern British (SSB) and general American (GenAm). The features are rhoticity, t-voicing, and three vowel contrasts (PALM/TRAP, LOT/PALM, THOUGHT/PALM). The study also considers how students’ self-reported accent preferences align with their actual pronunciation. Fifteen first-year students at the University of Tartu were analysed through recordings of Arthur the Rat. Findings show that while students often favour one variety, their speech blends features from both. Rhoticity was the most consistently realised feature, while vowel contrasts showed the most variation. Keywords: pronunciation, phonetics, British English, American English
Comparison of football commentaries in English and Estonian
(Tartu Ülikool, 2021) Voss, Merike; Torn-Leesik, Reeli, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Anglistika osakond; Tartu Ülikool. Maailma keelte ja kultuuride kolledž
This BA thesis looks at the language used during football matches by the commentators in English and Estonian. The paper was written out of personal interest in football and wish to study and explain sports commentaries. The aim of this BA thesis is to compare the language usage of football commentaries and find out if there are any differences or similarities in English and Estonian.
Complementary idiom learning material for year 8 in Estonian basic school
(Tartu Ülikool, 2022) Sturm, Olga; Torn-Leesik, Reeli, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride kolledž
Conceptual framing of Donald Trump in the context of climate change in The Guardian and The Sun
(Tartu Ülikool, 2025) Zaitseva, Alisa; Torn-Leesik, Reeli, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
Climate change-related debates are ongoing in the UK media. The (re)election of Donald Trump as the US president motivated a rigorous critique of his views on climate change by the left-leaning UK media. Studying such debates is crucial as they influence people's perception of climate change. So far, there is little research on how left-leaning UK newspapers respond to Donald Trump’s sceptical views on climate change. Discourse metaphors provide a useful framework for studying climate change-related debates in the media, as they are often used as rhetorical tools, allowing an author to conceptually frame an issue in a preferred way. This thesis aims to contribute to the research on climate change representation in the UK media by analysing discourse metaphors used to conceptually frame Donald Trump in the leading UK newspapers. Relying on the Conceptual Metaphors Theory (Lakoff and Johnson 1980) and the work by Zinken et al (2008) on discourse metaphors, this thesis analyses metaphors used to conceptually frame Donald Trump in the context of climate change in the UK newspapers The Guardian and The Sun. Articles published in the period from Donald Trump’s presidential victory to his inauguration were read. Metaphorical expressions in the articles conceptually framing Donald Trump were identified and analysed using Critical Metaphors Analysis (Charteris-Black 2004). This thesis is divided into two sections. Section one establishes the theoretical background, defines relevant terminology, reviews relevant studies, and introduces the implications for this thesis. Section two provides a detailed description of the methodology used, reports the number and purposes of the metaphors analysed and discusses the findings.
Creating and implementing collaborative learning activities in English as a foreign language classroom in upper secondary school
(Tartu Ülikool, 2025) Rosenthal, Elis; Torn-Leesik, Reeli, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
This MA thesis focuses on the implementation of collaborative learning activities in English as a foreign language lesson. The aim of the MA thesis was to create and carry out collaborative learning activities in English lessons, to see how collaborative learning affects students’ engagement, and to find out what the possible challenges that may come up while carrying out the activities are. The first part of this thesis provides an overview of the elements, the importance, and the possible challenges of collaborative learning. The second part focuses on the implemented collaborative learning activities in which students participated. The activities created for the study accompany two student’s books: the Upstream upper intermediate (B2+) and advanced (C1) language level books. 13 form 11 and 12 form 12 students participated in this study, and the activities were carried out in English lessons over a period of one month. The results of this study show that the students preferred to work with the students they were already more comfortable with. The results also show that the students liked being engaged in meaningful discussions. Key words: collaborative learning, English as a foreign language
Creating CLIL materials for teaching civics and citizenship in English
(Tartu Ülikool, 2022) Piiroja, Mart; Torn-Leesik, Reeli, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride kolledž
EFL ability grouping in Estonian basic schools: teachers’ practices and perspectives
(Tartu Ülikool, 2025) Veresenko, Anna-Liza; Torn-Leesik, Reeli, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
This thesis investigates the practice of ability grouping or temporühmad in English as a Foreign Language (EFL) classroom in Estonian basic schools. Drawing on interviews with eight EFL teachers across six schools, the study explores how teachers perceive and implement ability and attainment grouping or tasemerühmad, the criteria used for group placement, and the differentiation strategies applied within groups. Findings indicate that teachers generally appreciate the structured learning environments provided by ability grouping, as it allows for targeted instruction tailored to students’ learning paces. However, concerns arise regarding the potential for labelling, lowered expectations for slower-paced groups, and logistical challenges in resource allocation. Grouping practices vary significantly across schools, with some initiating placement as early as the second grade and others waiting until the fifth grade. Teachers also highlighted the importance of flexibility and careful observation in determining group movement. The study provides insights into optimizing ability grouping to enhance equity and learning outcomes in EFL contexts on the verge of educational reforms in Estonia. Keywords: ability groups, grouping by pace, differentiated teaching, EFL.
Epistemic modals in J. K. Rowling's "Harry Potter and the sorcerer's stone" and their Estonian translations
(Tartu Ülikool, 2019) Karilaid, Liis; Torn-Leesik, Reeli, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Inglise filoloogia osakond
This thesis analyses the epistemic modals in Harry Potter and the Philosopher’s Stone and their Estonian translations. The aim of the thesis is to determine whether epistemic modals were expressed with Estonian modal verbs or with other modal markers in the Estonian version of the novel. The thesis comprises four sections: the introduction, literature review, analysis of epistemic modals and their translations and the conclusion. The introduction describes, in brief, modality, epistemic modality, research questions of the thesis and how epistemic modals were found for the analysis.
Estonian secondary school students’ perceptions and experiences regarding the use of ICT in learning English as a foreign language
(Tartu Ülikool, 2020) Lõpp, Hendrik; Torn-Leesik, Reeli, juhendaja; Tartu Ülikool. Anglistika osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride kolledž
The advancement of technology is rapid and its use in education has become a norm. Yet it is crucial to be critical about using the technology when teaching and its effects on the students. This thesis aims to discover Estonian students’ perceptions regarding the use of information and communication technology (ICT) tools in English as a Foreign Language (EFL) learning and compare them to the literature dealing with the subject.
Euphemisms for death. A comparison of American and British English corpora (COCA and BNC)
(Tartu Ülikool, 2022) Loide, Mirjam Ruth; Torn-Leesik, Reeli, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Maailma keelte ja kultuuride kolledž
Extreme adjective intensification among Estonian speakers of English as a foreign language
(Tartu Ülikool, 2024) Roos, Reena; Torn-Leesik, Reeli, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
Intensifiers as adjective modifiers are used to add emphasis or express emotion and are thus inherently subjective. This subjectivity may cause differences in perception, which may influence the effectiveness of communication. Therefore, researching adjective intensification by speakers of English as a Foreign Language (EFL) can improve understanding of their communicative effectiveness in English-speaking contexts, which may prove useful in teaching English to EFL learners. Thus, to contribute to this area of research, this thesis aims to map the tendencies and justifications of English adjective intensification among Estonian EFL speakers, focusing on extreme adjectives and some of the more common amplifiers, very in particular, to determine any differences between L1 English speakers and Estonian EFL speakers in terms of adjective intensification in spoken discourse. To this end, an online survey was conducted, which included a grammar task in two parts, imitating spoken discourse. Part A, recording frequency patterns in the use of intensifiers, required quantitative analysis, whereas Part B, recording explanations for certain intensification choices, was analysed qualitatively. 81 people participated in the survey, 69 of whom were L1 Estonian speakers, and 12 were L1 English speakers functioning as the control group. This thesis consists of two main sections. Section One reviews the relevant literature, defines key concepts, and introduces the implications for the present study. Section Two focuses on the empirical analysis, providing a detailed description of the methodology and reporting the results. Section Two concludes with a discussion of the findings.
First language influence on Estonian EFL learners' production of English collocations
(Tartu Ülikool, 2022) Skott, Leo Artur; Torn-Leesik, Reeli, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Maailma keelte ja kultuuride kolledž
Linguistic features and sentence structures of sports commentary in basketball
(Tartu Ülikool, 2019) Peterson, Karl; Torn-Leesik, Reeli, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Inglise filoloogia osakond
This thesis takes a closer look at the linguistic features which are used in sports commentary. The paper was written out of personal interest to provide a brief overview of the characteristics of sports commentary and how it could be classified as an individual linguistic register. Sports commentary is a widely used practise and should be classified under a specific linguistic register. The purpose of this thesis is to analyse linguistic features used in sports commentary. The study first covers a variety of aspects that define sports commentary overall, which is then followed by an analysis of specific features of the English language used in sports commentary. In order to study the linguistic features, four separate transcripts were made from different basketball games. The analytical section of this study was mainly supported by those transcripts as well as a few articles and books related to sports commentary.
Menstrual X-phemisms in the Corpus of Contemporary American English (COCA)
(Tartu Ülikool, 2025) Hanikat, Miina-Triin; Torn-Leesik, Reeli, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
The aim of this study is to gain insight into the use of menstrual X-phemisms in American English with the assistance of the Corpus of Contemporary American English (COCA). This study seeks to determine which X-phemisms are used most frequently and in which contexts they appear. The expressions will be categorised based on the aspect of menstruation they reference. The first section of the thesis demonstrates how taboos influence language and explores euphemisms, dysphemisms, and orthophemisms. Additionally, this thesis covers prominent theories on the origins of the menstrual taboo and examines past research on menstrual expressions. The second section of the thesis utilises COCA to investigate 21 menstrual X-phemisms. Keywords: X-phemisms, text corpora, menstruation, taboo language, American English
Pre-Fortis Clipping by Estonian Learners of English: A Case Study
(Tartu Ülikool, 2024) Veerpalu, Kärolin; Torn-Leesik, Reeli, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
Many linguists, such as Jenkins (2000) and Celce-Murcia et al (2010) find that EFL learners must be taught pre-fortis clipping to avoid unintelligibility as pre-fortis clipping has proved not to come as naturally to EFL learners as for native speakers. The purpose of this thesis is to discover how Estonian learners of English produce pre-fortis clipping because it has never been studied in Estonian EFL learners before and pre-fortis clipping is not part of the Estonian sound system. A pronunciation test was conducted on three native speakers of English and ten Estonian EFL students. The results of the L1 Estonian students were compared to the ones of the native speakers. This thesis opens with an introduction which includes the incentive for writing this thesis along with the definitions of the main concepts. The first chapter focuses on the possible reasons pre-fortis clipping exists, the differences of pre-fortis clipping in American English and British English, gives an overview of the Estonian and English sound systems related to pre-fortis clipping, and explores previous studies on the topic. The second chapter presents the nature of the pronunciation test and the methodology along with a results section and a discussion of the results. The thesis ends with a conclusion that summarizes the findings of this present thesis.
Strategies for teaching listening to form 5 students : based on the analysis of "I love English 4" and designing additional study materials
(Tartu Ülikool, 2019) Maatee, Sylvia; Torn-Leesik, Reeli, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond
Listening was considered a passive skill for a long time, but recently the approach to teaching listening has evolved and systematically developed. Nowadays listening is acknowledged as a macro skill in foreign language learning which provokes awareness of the target language (Renukadevi 2014). Thus, listening is a skill which needs to be taught consistently. Many scholars, for example Vandergrift (2004), Rost (2009), Masalimova (2016) and Gilakjani (2016) claim that listening comprehension is an interactive process and needs to be taught with the help of special strategies. They have brought out the advantages of using the strategies in foreign language classrooms to improve students listening comprehension.
Students' awareness of the varieties of English
(Tartu Ülikool, 2019) Melnik, Darja; Torn-Leesik, Reeli, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Inglise filoloogia osakond
The present thesis focuses on the study of the students` awareness of the varieties of English. The aim of the present thesis is to find out to what extent the students of English studies at the University of Tartu are aware of three most popular varieties of English (British, American and Australian), which factors influence the usage of a particular variety and which variety the students use the most. Furthermore, two thesis statements were formed: 1. Students know and use American and British English more than Australian English; 2. Students are able to differentiate between the varieties and in their language use stick to one particular variety.