Sirvi Autor "Zagura, Natalja, juhendaja" järgi

Nüüd näidatakse 1 - 20 29

A Comparative Analysis of Vocabulary Learning Activities Used in Language Learning Applications Busuu and Speakly
(Tartu Ülikool, 2024) Karu, Laura Elisabeth; Zagura, Natalja, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
In recent years mobile language learning applications have grown in popularity and there are many different options on the market for language learners. This thesis aims to show the different vocabulary learning activities the mobile language learning applications Busuu and Speakly use to help their clients learn English vocabulary. This thesis consists of an introduction, a literature review, an analysis of Busuu and Speakly, and a conclusion. The literature review focuses on vocabulary learning by looking at relevant articles and studies and also gives an overview of the literature and previous studies done on language learning applications. The second part of the thesis provides a comparative analysis of the activities for vocabulary learning provided in the applications Speakly and Busuu. This is done by viewing all the vocabulary learning activities that are available for A1 and beginner-level learners.
Analyzing Cambridge English Write & Improve as a supplementary resource for practicing writing in an English classroom: a case study
(Tartu Ülikool, 2021) Podburtnaja, Eliza; Zagura, Natalja, juhendaja; Tartu Ülikool. Anglistika osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride kolledž
Nowadays, the acquisition of digital competence is highly promoted in schools. It has become even more important during the COVID-19 pandemic, where face-to-face lessons could no longer be provided, and other technological alternatives had to be introduced and incorporated into the lessons. To raise the digital competence and digital literacy of teachers and help them find new web-based environments that would achieve their educational goals set, it is important to raise educators’ awareness about different webbased learning environments available. One solution would be to provide research on the strengths and weaknesses and learners’ perceptions of different online platforms. One type of web-based environments are automated writing evaluation (AWE) systems. One of the newly developed but scarcely researched AWE tools is Write & Improve developed by the Cambridge English. The aim of this study is to analyze Write & Improve as a supplementary resource for practicing writing with sixteen 11th grade students and what the strengths and weaknesses of the current AWE tool are. The results of this study are useful for teachers who want to integrate Write & Improve into their lessons to practice writing.
Application of the mobile app Memrise as a vocabulary learning tool for 10th grade students
(Tartu Ülikool, 2019) Wu, GaoHeng; Zagura, Natalja, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond
A great deal of studies have been conducted on vocabulary learning; however, there are still relatively few effective vocabulary learning materials available for upper secondary school students. Research has shown that in the aspect of language learning, mobile apps are quite helpful for memorization and vocabulary learning due to the fact that language learning apps are equipped with vocabulary-learning flashcards and games. The aim of this study is to determine whether mobile app Memrise helps improve the memorization of vocabulary and how Memrise can be integrated into 10th grade students’ regular class learning routine.
Basic school students’ perceptions of the application Memrise as an assisting tool for language learning
(Tartu Ülikool, 2021) Pilter, Pille; Zagura, Natalja, juhendaja; Tartu Ülikool. Anglistika osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride kolledž
Different techniques for foreign language learning change and develop over time and mobile assisted learning has been growing in popularity over the past few years. Even though the techniques used in the applications are not new, the gamification aspect of them can motivate students to learn languages and have positive results in overall language knowledge. Therefore, the aim of this thesis is to use the language learning application Memrise as an assisting tool for language learning and find out the perceptions of the students using the application and whether they could benefit from it. The study was conducted in a large basic school near Tallinn, Estonia among students from 6th and 9th grade.
Comparative analysis of activity instructions of the study materials Step by Step 1 and Step by Step 3
(Tartu Ülikool, 2024) Ujuk, Rebekah; Zagura, Natalja, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
The motivation to write this thesis comes from the wish to comparatively analyze the study materials of different skill levels suggested to students of English as a foreign language in Estonian schools. The aim of this thesis is to comparatively analyze how the study materials Step by Step 1 and Step by Step 3 meet the required language proficiency levels of their respective learners. The research question for this paper is “In which ways do the activity instructions of the study materials Step by Step 1 and Step by Step 3 compare and contrast in reference to their respective language proficiency level?” The thesis consists of an introduction, which presents the background of the thesis and its purpose, the literature review of background knowledge on written instruction language, the comparative analysis of the study materials and the conclusion, after which the references and appendices follow. The materials used for the analysis are the Step by Step 1 and Step by Step 3 workbooks and the Companion volume of the Common European Framework of Reference for Languages. For the methodology, the two workbooks are introduced, the chosen activity instructions are presented and comparatively analyzed, and finally conclusions are presented.
Creating a set of strategies for teaching English as a foreign language to year 5 learners on the autism spectrum
(Tartu Ülikool, 2023) Koval, Sirelin; Zagura, Natalja, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut
Creating materials for teaching essay writing in upper secondary school
(Tartu Ülikool, 2019) Truu, Liina; Zagura, Natalja, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond
Writing is often seen as culturally specific, learned behaviour (Brown 2001: 334). A student who is able to write an excellent essay in one’s mother tongue might not be able to do it in a foreign language (Kaplan 2001). Thus, essay writing is a skill which needs to be taught consistently. When writing an English essay, one has to consider several aspects; in addition to using appropriate vocabulary and grammar along with correct spelling and punctuation, development of ideas, as well as requirements established to organisation, are to be paid attention to. To foster that students focus on the content rather than just the accuracy of their essays, principles of the process approach could be beneficial.
Designing culture-oriented teaching materials for the English language week in a basic school
(Tartu Ülikool, 2022) Nurmela, Piia; Zagura, Natalja, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride kolledž
Differences between individually and collaboratively written texts in case of Estonian upper secondary school EFL students
(Tartu Ülikool, 2017) Veidenberg, Ingvar; Zagura, Natalja, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride kolledž
This thesis explores collaborative writing and the differences between collaboratively and individually written texts in terms of sentence complexity and linguistic accuracy. Collaboratively and individually written texts have been extensively compared in previous studies all over the world, but in Estonia, collaborative writing has been out of research focus altogether. In addition, there have been few studies concentrating on comparing and analysing individually and collaboratively written texts that have been written by the same students. The main aims of this thesis are to find out if there are any significant differences between students’ collaboratively and individually written texts, and if there are any significant differences between the texts written before and after a collaborative writing task in terms of sentence complexity and linguistic accuracy. The literature review discusses what skills and competences foreign language learners might need to excel in writing tasks. The section also provides an overview of collaborative writing as such, and discusses previous studies on collaborative writing in terms of the differences between collaboratively and individually written texts as well as what effects collaborative writing might have on students’ writing skills. Previous studies have shown that collaborative writing has a positive effect on foreign language learners’ writing skills. In addition, collaboratively written texts have been shown to be considerably more accurate and complex. However, the studies comparing collaboratively and individually written texts have analysed the texts written by different students at the same time, not the ones written by the same students at different times. This thesis aims to fill that gap. The empirical part compares individually and collaboratively written texts as well as individually written texts with one another. Thirteen upper secondary level English as a foreign language students wrote one text collaboratively in groups and two texts individually – one before the collaborative writing task and the other after collaborative writing task. The results were compared using paired samples T-test, and the statistical significances in differences were calculated.
Effects of teaching grammar to adult EFL learners using the flipped classroom technique
(Tartu Ülikool, 2017) Kõiv, Katre; Zagura, Natalja, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride kolledž
The aim of this study was to explore whether adult EFL learners prefer to receive grammar explanations in class or via short videos watched as homework as the flipped classroom model suggests. Drawing upon the existing STEM studies the learners were assessed using short tests to determine the difference in knowledge of applying grammar rules of learners who received grammar instruction in class and those who received it via videos. It has often been many years since adult EFL learners last regularly learned something before beginning to study again, at a language school. They might not be aware of more innovative approaches to learning. With the rise of the popularity of the flipped classroom, the aim of the author was to introduce it and request feedback from the students in order to better prepare grammar explanations in the future. As many adult EFL learners have limited amount of time to take part in face-to-face instruction, being occupied with work, the author wishes to learn how adult EFL learners study outside of class, make learning materials more available to learners wherever they may be and make the valuable time spent in class more beneficial in terms of student progress. The thesis consists of two chapters. In the first chapter, background information on the use of the flipped classroom model and the use of it in language lessons is provided and the benefits and hardships of the implementation of the flipped classroom model as well as studies that have been carried out so far, are discussed. There has been limited research on the flipped classroom topic in Estonia, even less so in EFL lessons. In the second chapter, the use of the flipped classroom technique in teaching grammar to EFL students is discussed and illustrated with the methodology of the study. The materials and activities created for the study and the use of them are discussed, quantitative and qualitative data analysis is provided. The aim of this paper is to comment on the use of teaching grammar to adult EFL learners using the flipped classroom model and the learners’ perception of it. The review of the results of the study is followed by a discussion and conclusion.
English teachers' perceptions of collegial coaching as a means to foster improvement in pedagogical practices
(Tartu Ülikool, 2018) Sirgmets, Karin; Zagura, Natalja, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond
Käesoleva magistrtiöö eesmärk on uurida, millised on inglise keele õpetajate arusaamad kollegiaalsest tagasisidestamisest ja selle praktiseerimisest, toetamaks õpetajate professionaalset arengut. Töös on püstitatud järgmised uurimisküsimused: 1) Millised on õpetajate arusaamad kollegiaalsest tagasisidestamisest enne tunnivaatlusprotsessis osalemist? 2) Millised on inglise keele õpetajate arusaamad kollegiaalsest tagasisidestamisest pärast kollegiaalses tagasisidestamisprotsessis osalemist?
Exploring seventh-graders' interpretations of Anthony Browne's picturebook "Zoo" : a case study
(Tartu Ülikool, 2019) Parker, Helen; Zagura, Natalja, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond
Picturebooks are generally associated with younger children and used to introduce different parts of the world to them. Authors of picturebooks have created a wide range of picturebooks, the intended audience of which is not limited to small children. Such books require a deeper understanding of imagery and require more complex levels of interpretation to fully learn the meaning of the picturebooks. The present MA thesis discusses seventh-graders’ responses to Anthony Browne’s picturebook Zoo to figure out how students interpret picturebooks. The thesis is divided into two main chapters – a literature review focusing on the notion of a picturebook and the use of picturebooks in an English as a Foreign Language (EFL) classroom, and an empirical study.
Flipped classroom. A case study of Estonian basic school EFL classes
(Tartu Ülikool, 2016) Rospu, Reet; Zagura, Natalja, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond
The aim of the study was to determine the efficiency of using classroom and home flipped environment in Estonian basic school EFL classes. Flipped Classroom methodology has been in the centre of discussion in recent years for it provides a combination of learning theories that have been thought to be incompatible. There may be tasks in language learning and teaching that need passive absorption of predefined knowledge; on the other hand, learners are changing and new technology is a natural part of the surrounding environment from as early as pre-school and kindergarten which has changed the concepts of education. Learning and teaching process is more effective, when learners are participating actively using their creativity in knowledge and skills construction and when learning goals are determined by the learners. When planning learning process it is vital that the chosen strategy would cause learning and in the centre of it were an active learner. The thesis consists of two chapters. In the first chapter background information on Computer Assisted Learning, Blended Learning and Flipped Classroom Methodology is provided and the benefits and difficulties in implementing the Flipped Classroom Methodology in EFL classes are discussed. Guidelines for implementing the Flipped Classroom methodology are provided and some case studies are discussed. In the second chapter a case study conducted on implementing the Flipped Classroom Methodology in EFL classroom is discussed and the methodology of the study is provided. The activities created for the case study, the process of implementing them and other activities in lessons are discussed, qualitative data analysis is used, the reflections on the process and experience is provided. The results of the survey are reviewed and followed by a discussion and conclusion.
Implementation of the flipped classroom technique in an English for specific purposes course in vocational education
(Tartu Ülikool, 2020) Pruus, Tiina; Zagura, Natalja, juhendaja; Tartu Ülikool. Anglistika osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride kolledž
The aim of this study is to research the effects of teaching vocabulary through the flipped classroom technique in an English for Specific Purposes classroom among upper-secondary vocational students. Considering the lack of research regarding the flipped classroom technique in the vocational education sector, the author of the present paper aims to contribute to the field by examining the students’ perceptions of teaching vocabulary through the flipped classroom technique. Moreover, the strategies the students used to learn vocabulary for flipped lessons were examined alongside the possible advantages and challenges of the flipped model in a vocational setting.
Integrating Goal Setting into Vocabulary Learning Activities to Support Self Regulated Learning Among Grade 7 Students in English as A Foreign Language Lessons
(Tartu Ülikool, 2024) Paadimeister, Erika; Zagura, Natalja, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
The motivation for this paper arises from the importance of supporting and guiding students to become more independent in their studies. One of the strategies is implementing self-regulated learning (SRL). SRL skills help students to become effective learners who can take charge of their own learning processes. Therefore, understanding and promoting SRL is essential for enhancing students' academic success and contribute to their overall development. The aim of this thesis is to explore how goal setting and study planning may influence students' performance in vocabulary tests. The aim of the thesis is to answer two research questions: 1. How can the students of grade 7 be supported in applying goal setting in their vocabulary development? 2. How does consistent vocabulary study correlate with the results in vocabulary assessments over time? The present master’s thesis consists of an introduction, two main chapters, a conclusion, a list of references, and seven appendices. Chapter 1 provides a literature review discussing the meaning and importance of SRL. It also introduces various SRL models, explores SRL application in foreign language classrooms, and examines the role of teachers in supporting SRL. Additionally, it discusses the significance of goal setting as the first step in SRL and provides an overview of vocabulary acquisition in EFL classroom. Chapter 2 offers an overview of a study conducted among 7th grade students in a city school located in the north of Estonia. The study aimed to understand how goal setting in vocabulary learning could improve students' performance. The master’s thesis concludes with a discussion summarising the key findings and conclusions of the study, followed by a list of references. All the questionnaires administered and vocabulary tests employed in the research are included in the appendices.
Oral Corrective Feedback in pre-intermediate level EFL classroom
(Tartu Ülikool, 2015-06-12) Leemet, Merli; Zagura, Natalja, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Filosoofiateaduskond
Käesoleva juhtumianalüüsi eesmärk oli uurida üksikasjalikult, milliseid suulise tagasiside parandusstrateegiaid õpetaja tunnis kasutab ning kui täpselt tajuvad õpilased vormile ja täpsusele orienteeritud vigade parandamise protsessi kui pedagoogiline eesmärk on keskenduda ütluse vormilisele õigsusele. Lähenemisviisiks sellele teemale valiti vestlusanalüüs (CA): mõned audio-salvestatud suhtluse fragmendid ja valitud transkribeeritud killud suhtlusaktidest ning nende analüüs. Sissejuhatuses on toodud uurimustöö põhjendus ja töö eesmärgid, samuti ülevaade töö struktuurist. Esimene peatükk sisaldab ülevaadet vigade parandamise rollist õpetamisel ning toob välja erinevad tüübid suulise parandava tagasiside (CF) andmiseks SLA (teise keele omandamine) mõttes ja käsitleb traditsioonilist õpetaja-õpilase suhtlust võrrelduna klassis toimuva suhtlemisega CA perspektiivis. Viimane näeb klassiruumi mitte ühe sotsiaalse kontekstina, vaid diskursusena, kus õpetajad ja õppijad ehitavad koostöös mitmeid kontekste. CA raames kuulub CF paranduse hulka ja on oluline mõista vea käsitlust nii CA kui ka SLA põhivoolu uuringutes. Sellele järgneb ülevaade vormile ja tähendusele keskendunud juhendamise eristamisest. Teine peatükk tegeleb metodoloogia ja andmete kogumise ja analüüsi protseduuriga. Valitud suhtlemis fragmente liigitatakse ja analüüsitakse sõltuvalt parandava tagasiside vormist. Sellele järgneb arutelu, kus töö tulemusi vaadeldakse veidi lähemalt. Analüüs näitas, et õpetaja kasutab tunnis kõiki kuut töö teoreetilises osas kirjeldatud parandus strateegiat. Uurimuses osalenud õpetaja praktikant kasutas kogenud ning parandus strateegiatega kursis olnud õpetajaga võrreldes rohkem otsest parandamist pakkudes õpilase eksimuse korralise õige vormi. Kõige tulemuslikumad olid võtted, kus õpetaja suunab õpilast ise oma viga parandama ilma õiget vormi ise pakkumata. Sellisel juhul oli kõige selgemini järeldatav ka õpilase enda mõistmine õige vormi moodustamise käigust. Kui õpetaja peab korduvalt, kasutades erinevaid parandamis strateegiaid, algatama õpilase eneseparandamise, liituvad mõnikord ka teised õpilased parandusega ja üheskoos viiakse see täide. Sellistes olukordades kulus küll vea parandamiseni jõudmiseks rohkem aega, kuid saab järeldada, et saades õpetaja poolt mõningast keelesist tuge, on õpilased võimelised leidma nii oma kui ka üksteise vigu.
Pedagogic functions of teacher-initiated code-switching in a lower-secondary Estonian EFL classroom: a case study
(Tartu Ülikool, 2016) Saks, Sandra; Zagura, Natalja, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond
Code-switching, in other words alternating between the target language and the first language of the students in a foreign language classroom is an issue that causes great debate. Its proponents hail its usefulness as an additional teaching resource and an effective communicative strategy, while some of its strongest opponents see it as an inhibiting factor to language acquisition. It has been widely cited that the negative stance towards classroom codeswitching is ideological rather than based on empirical findings (Cummins 2007; Howatt 2004; Levine 2011; Wei & Martin 2009). In order to gain a thorough understanding of classroom code-switching, the aim of this thesis is to investigate the pedagogic role of teacher codeswitching in a lower-secondary Estonian English as a Foreign Language classroom, taking a case-study approach. The main research question the thesis sets out to answer is what pedagogic and interactional functions the teacher-initiated code-switching serves in the particular classroom context. The Introduction of this thesis gives an overview of the structure of the paper, providing a brief insight into the topic of code-switching and presents the rationale for the research. The first chapter of the thesis consists of a literature review covering recent and seminal studies pertaining to the topic of code-switching in connection with pedagogic functions. In addition, relevant concepts and notions such as code-switching, language acquisition, and language policies among others, are explored. The first chapter concludes with describing the chosen methodology of Conversation Analysis and discusses its suitability for the research project. The second chapter of the thesis focuses on reporting on the data gathered via audio-recording of authentic English classes. An overview of the participating teacher and students is given, research methodology and transcription conventions are described and case-by-case analysis of particular code-switching examples is carried out. In the discussion section, findings and limitations of the study are also addressed. The Conclusion summarises the findings of this research.
Practices of teaching English as a foreign language in the case of students with learning difficulties in Estonian basic schools
(Tartu Ülikool, 2018) Paat, Merle; Zagura, Natalja, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond
Eesti kuulub nende riikide hulka, kes rakendavad hariduses kaasamise põhimõtteid. See tähendab, et põhiharidus on võrdselt tagatud igale inimesele, hoolimata tema sotsiaalmajanduslikust taustast, rahvusest, soost, elukohast või hariduslikest erivajadustest. Lapsevanematel on õigus oma lapsele kool valida ning põhikool peab vastu võtma kõik õpilased, kelle jaoks see on elukohajärgne kool. Selle tulemusena on tavakoolis järjest rohkem neid õpilasi, kes veel üsna hiljuti said hariduse erikoolides. Nende hulka kuuluvad ka õpiraskustega õpilased, kes ei suuda saavutada põhikooli riikliku õppekava (PRÕK) õpiväljundeid ning kelle puhul tuleb kohaldada põhikooli lihtsustatud õpekava (LÕK). Inglise keele õpetamine LÕK õpilastele ei ole Eestis siiani saanud piisavalt riiklikku tähelepanu: puuduvad spetsiaalsed õppematerjalid; puudub selgus selles osas, kuidas oleks LÕK tunniplaani kõige õigem kohaldada; milliseid õppemeetodeid kasutada. Käesoleva magistritöö eesmärgiks on kirjeldada olukorda inglise keele õpetamisel LÕK õpilastele Eesti põhikoolides. Põhitähelepanu pööratakse järgmistele aspektidele: LÕK õppe korraldamine koolides (kas õpilasi õpetatakse tavaklassis või eraldi, missugune on tunnikoormus, kas kasutataks tugispetsialistide abi); õppe sisu (õppematerjalid, õppemeetodid, hindamine); kas inglise keele õpetamine LÕK õpilastele toimub kaasava hariduse tingimustes; mida õpetajad arvavad inglise keele õpetamise kohta LÕK õpilastele, kui enesekindlalt nad end tunnevad ning millised on nende vajadused. Selleks viidi läbi kvalitatiivne deskriptiivne uurimus, mille käigus intervjueeriti kaheksat Eesti üldhariduskooli õpetajat ajavahemikus märts-aprill 2018. Uurimuses kasutati poolstruktureeritud intervjuud ning tegemist oli mugavusvalimiga.
Students’ perceptual learning style preferences and activities for practicing the use of English tenses in Estonian basic school
(Tartu Ülikool, 2015-06-12) Ringo, Liisa; Zagura, Natalja, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Filosoofiateaduskond
Töö eesmärk on välja selgitada, kas ja kuidas peaks inglise keele ajavormide õpetamisel Eesti põhikoolis arvesse võtma õpilaste sensoorsete õpistiilide eelistusi. Kirjanduse osas analüüsitakse akadeemilist kirjandust inglise keele võõrkeelena õpetamise kohta järgmistes aspektides: millised metodoloogilised lähenemised annavad parimaid tulemusi? Mida empiirilised uurimused õpilaste sensoorsete õpistiilide eelistustega arvestamise osas näitavad? Kuidas on teemat käsitletud ametlikes dokumentides? Mida peaks üldiselt silmas pidama grammatikaharjutusi koostades? Mida arvesse võtta konkreetses õpisituatsioonis (Eesti põhikoolis)? Kirjandusest selgus, et õpilaste sensoorsete õpistiilide eelistustega arvestamine inglise keele õpetamisel võõrkeelena aitab säilitada õpimotivatsiooni ning parim viis selle saavutamiseks on kasutada tasakaalustatud õpetamisviisi, grammatika õpetamisel peaks kõigi osaoskuste arendamise raames rakendama õpet, kus tähelepanu saavad nii vorm kui tähendus, ning arvesse tuleb võtta ka kohalikku haridusalast seadusandlust. Töö analüüsi osa käsitleb eraldi igat töö praktilises osas esitletud harjutust, analüüsides, kuidas need harjutused täidavad kirjanduse põhjal seatud eesmärke. Järgnev arutlus toob välja üldistused tehnikate osas, mida saab analoogsete harjutuste loomisel kasutada, ning pakub lahendusi võimalikele probleemidele, mis eri harjutuste rakendamisega kaasneda võivad. Töö lisa sisaldab harjutusi, mis on ülaltoodud printisiipe järgides kohandatud Eesti põhikoolis ajavormide kasutamise harjutamiseks.
Teaching idioms: an analysis of the Headway advanced 5th edition study set
(Tartu Ülikool, 2023) Schmidt, Merili Elisabet; Zagura, Natalja, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Maailma keelte ja kultuuride instituut