Anglistika osakond

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Problems of translating metaphors and metaphorical epithets from english into estonian (based on John Fowles's novels and their estonian translations)
(Tartu Ülikool, 1990) Viru, Epp; Hanko, U., juhendaja; Tartu Ülikool. Filosoofiateaduskond; Tartu Ülikool. Inglise filoloogia osakond
Eesti Puutööliidu viiekeelse terminibaasi inglise-eesti osa kohaldamine sõnastikuks puitmaterjali omadusi, liike ja kahjustusi puudutava sõnavara näitel
(Tartu Ülikool, 2007) Riistop, Mari; Kallis, Krista, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Filosoofiateaduskond
The representation of the America of the gilded age in Henry Adams’s the education of Henry Adams
(2008) Korbits, Keit; Põldsaar, Raili, juhendaja; Tartu Ülikool. Filosoofiateaduskond; Tartu Ülikool. Inglise filoloogia osakond
On the use of supra-segmental features of English and preferences of English varieties in Estonia with special reference to the Master's students of the University of Tartu
(Tartu Ülikool, 2013) Pütsepp, Päivi; Kostabi, Leili, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Filosoofiateaduskond
It is known that native speakers of English (or other advanced speakers of English) can easily forgive foreigners their accents in sounds but take their intonation at face value. Therefore, the methodology of the teaching of English pronunciation should suggest more effective materials to help students learn necessary supra-segmental skills consisting of stress patterns, rhythm, intonation and phrasing. This thesis will explore how master’s students studying English and EFL master’s students assess and use their pronunciation of English when delivering presentations, reading papers and discussing their field of study with fellow master's students and which variety of English they suppose they use. In addition, the aim of this thesis is to find out how familiar the master’s students of the University of Tartu (UT) are with the use of prosodic features in spoken English and how much attention they pay to their pronunciation of English. In order to get the results, an interview consisting of a spontaneous informative conversation together with two reading passages is undertaken with 36 Master’s students of UT. As a result, this thesis comes to the conclusion that that the Master’s students of UT are not familiar with the use of the prosodic features of English and are not consistent in using English varieties (General American or Received Pronunciation).The results lead to the necessity of amplified emphasis on pronunciation in English-language instruction in Estonian schools. The thesis consists of an introduction, theoretical background in two chapters, empirical data analysis with discussion and conclusions that can be drawn from the research. The introductory part introduces prior researches on similar topics of English pronunciation in Estonia and background information on the importance of awareness of the varieties of English. Chapter 1 includes the theoretical aspects and functions of supra-segmentals in pronunciation. Chapter 2 gives an overview of variety-based prosodic features that exist in spoken English varieties that are under observation. The Empirical chapter describes the findings based on the interviews conducted among 36 UT master’s students in 2012 and discusses the results in terms of predictions and expectations of the research. The conclusion of this thesis sums up the results and makes generalizations about the necessary teaching aspects of prosody and varieties of English.
The use of information and communication technologies in teaching English as a second language in Estonian schools
(Tartu Ülikool, 2013) Ohu, Tõnis; Torn-Leesik, Reeli, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Filosoofiateaduskond
This MA thesis discusses the use of information and communication technologies (ICT) in teaching English as a second language (ESL) in Estonian schools and analyses the current situation in the light of the 2011 national curricula for Estonian basic and upper secondary schools, which state that ICT should be applied in teaching approaches. The importance of ICT in the society has grown substantially in the recent years; therefore it is necessary to efficiently integrate modern technologies into education to avoid disparities between schools, societal expectations and the requirements of computer-literate students. The theoretical part gives an overview of the challenges and benefits of implementing ICT into formal education with the focus on teaching English as a second language in Estonia. This section also observes the changing nature of education in the 21st century with the concept of lifelong learning and the transformation of a teacher’s role. The empirical study is based on the survey conducted among 117 English language teachers from basic and upper secondary schools in Estonia. The survey examines the scope of ICT use, determines the most common ICT applications in classes and evaluates the teachers’ e-competence as well as their general attitude to using ICT in the teaching context. The conclusion defines the typical factors that influence the use of ICT in Estonian basic and upper secondary schools and makes recommendations for future developments.
Tu/Vous absence in English: teaching compensatory politeness strategies for EFL-ESL learners with various backgrounds
(Tartu Ülikool, 2014-06-25) Alupere, Mari-Liis; Vogelberg, Krista, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Filosoofiateaduskond
The current MA thesis discusses the importance of teaching intercultural communicative competence in language classrooms with a special emphasis on address pronouns and the lack of tu/vous distinction in the English language. One of its main focuses is the compensatory politeness strategies for EFL and ESL learners with various backgrounds. The topic is important because English is used widely between people from different language backgrounds; thus, miscommunication can easily occur. There are four main target groups who would benefit from the current paper: Estonian students of French and vice versa; the French studying English and vice versa; and Estonians studying English whose first or dominant foreign language is something other than English, as well as Estonians and French communicating in English as a lingua franca. This thesis takes into consideration a number of theoretical and empirical studies on address pronouns, politeness theories, ICC and English as lingua franca. Additionally, fieldwork was carried out in France for the current study during two different time periods. The research done in the current thesis on address pronouns in French contributes to previous research done by other authors on the same topic regarding address pronouns in Estonian and Russian. The paper is divided into five main topics: Intercultural Communicative Competence vs. Intercultural Competence; Teaching Language and ICC; Politeness; The Usage of ‘tu/vous’ Among People from Different Cultural Backgrounds; and Dealing with the ‘Rigidity’ of Address Pronouns in English. All of these topics also include sub-topics.
Teaching Some Aspects of the Culture of English-Speaking Countries on the Basis of the Topic of Australia
(Tartu Ülikool, 2014-10-20) Alver, Ludmilla; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Filosoofiateaduskond
In times of globalisation, intercultural communication is becoming more and more important. Foreign language learning involves the blending of the target language and culture into a single educative approach. The ultimate goal of language learning is to be able to communicate in another language. Culture shapes the way language is structured and the ways in which language is used. Students need to be helped in developing their cultural knowledge about the target language through explicit teaching. The present thesis provides a theoretical framework for teaching cultural elements in the foreign language classes as well as practical tasks for developing cultural competence. The first chapter gives an overview of the issues related to defining and classifying culture as well as cultural dimensions. It also investigates the issues of the relationship between language and culture, cultural competence, and the ways of teaching culture. In addition, intercultural language teaching and learning has been explored. The second chapter introduces the procedure and results of a small-scale study conducted in the scope of the present thesis. A questionnaire was chosen as a source for eliciting data. The general aim of the research was to investigate the current situation of teaching the culture of English-speaking countries in English classes at schools in Estonia, and – based on the survey responses – to design and compile materials to teach some aspects of Australian culture.
Advantages and Problems Regarding Content and Language Integrated Learning on the Example of Miina Härma Gymnasium
(Tartu Ülikool, 2014-10-22) Hinnov, Sixten; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Filosoofiateaduskond
In recent years Content and Language Integrated Learning (CLIL) has attracted much attention in Europe and other parts of the world as a way of acquiring any foreign language in the natural environments. Therefore, the research project presented in this thesis was carried out to learn more about the usefulness of CLIL. Thus, the thesis deals with the advantages and problems of CLIL. The purpose of the thesis is to provide an overview of the most relevant literature regarding CLIL. The goal of the action research is to investigate what the CLIL teachers and the CLIL students of Miina Härma Gymnasium, Tartu see as the advantages and problems of CLIL, in reality being a part of it themselves. Consequently, the present thesis has a potential to make a valuable contribution to the field of CLIL application research. Chapter one is based on secondary sources and gives an overview of the different methods most often used within CLIL, thereafter the main advantages of CLIL are described, which are followed by the most common problems regarding CLIL. Furthermore, there is a section about its educational service. The next section provides information on CLIL in Estonia, followed by the description of the qualities of good CLIL teachers and strategies for teachers towards quality CLIL. Last, ten tips for CLIL teachers of maths and science are presented and discussed. Chapter two introduces the methods and the results of an action research conducted in the scope of the present thesis. The purpose of the thesis was to carry out research on the advantages and problems regarding CLIL on the example of Miina Härma Gymnasium and also to get feedback on how the CLIL students have comprehended the terminology of chemistry and can apply the knowledge to more practical tasks. Five CLIL teachers and also five CLIL students of Miina Härma Gymnasium were interviewed. In addition to that, a chemistry test on the properties of metals was carried out. Nine CLIL students and nine control group students completed the test. The results of the study were analysed both qualitatively and quantitatively.
Using Australian Short Stories to Teach about Australian Culture in ESL Classroom in Estonia
(Tartu Ülikool, 2014-10-22) Kamp, Ulla; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Filosoofiateaduskond
Language is seen as a symbol of social identity and therefore teaching about culture should also be integrated into the teaching of a foreign language. Hence teaching English should include discussions about countries and contexts in which English is widely spoken. English as a second language (ESL) coursebooks, however, mainly focus on teaching about American and/or British culture and often ignore other English-speaking countries, including Australia. Lack of teaching materials that focus on Australian culture is the first obstacle ESL teachers encounter even if they wished to include Australia into ESL teaching. One of the means to form a basis of suitable teaching material is to utilise literary texts that can be regarded an authentic source of a particular country’s cultural and linguistic context and background. Due to the on-going debate among Australian academics of what literary works should be included in the Australian literary canon and what criteria should be used to define Australian literature, ESL teachers have not been provided with a ready set of texts to use as the representative ones, but are left to analyse the literary works and authors themselves in order to decide which of them to include in ESL teaching. In addition, chosen literary texts should be analysed from a cultural perspective to identify the cultural aspects that could be concentrated on and dealt with in ESL classroom. The aim of this research paper is to form a set of Australian short stories that can be used in order to teach about Australian culture in ESL classroom in Estonia and to analyse what the most characteristic aspects of Australian culture are based on short stories in The Penguin Century of Australian Stories, edited by Carmel Bird, published in 2000. The introduction of the paper incorporates discussions of what culture is, the necessity of teaching about culture in ESL classroom and current practices, and the nature of Australian literary canon. The theoretical chapter of the research paper combines five sections of background information collected from previous studies and relevant articles: the advantages of using literature in ESL classroom, the analysis of the selection process and the criteria to be considered when selecting a particular literary work, and the benefits of using short stories in teaching ESL. Additionally, the theoretical part includes a list of possible teaching approaches to be used with literary texts and the analysis of teaching the culture of an English-speaking country through literature is presented, with a particular focus on the culture of the USA. Susan Bassnett 2003, Joyce Merrill Valdes 1986, Carter and Long 1991, Zofia Chlopek 2004, Collie and Slater 1987, Claire Kramsch 1993, Gillian Lazar 1993, Tomalin and Stempleski 1993 are the most acknowledged researchers, in the field of culture/literature in ESL classroom, whose academic publication are mainly analysed and referred to. The main academics and authors whose articles regarding Australian language, culture and literature are analysed and quoted are Bruce Bennett 2009, Delys Bird 2000, Blair and Collins 2000, Catriona Elder 2008, Kerryn Goldsworthy 1999, John Hirst 2010, Tom I. Moore 1971 and Stephen Torre 2009. The empirical part of the paper consists of an analysis of the short fiction in The Penguin Century of Australian Stories to categorise these stories according to the characteristic aspects of Australian culture present in the stories. In addition, the chapter includes a selection of short stories that can be used as teaching material when teaching about Australian culture in ESL classroom in Estonia.
Students' and Teachers' Perceptions of CLIL Implementation Through English and a VLE
(Tartu Ülikool, 2014-10-22) Gerontidi, Elena; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Filosoofiateaduskond
Resümee/kokkuvõtte leiab manusest.
Sexuality and Gender in Contemporary Retelling of Snow White
(Tartu Ülikool, 2014-10-24) Paugus, Merilyn; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Filosoofiateaduskond
The aim of this paper is to investigate the representation of sexuality and gender in four 20th century retellings of the Grimms' Snow White: Snow White by Donald Barthelme, The Snow Child by Angela Carter, Snow, Glass, Apples by Neil Gaiman and The Tale of the Apple by Emma Donoghue. The main purpose of this thesis is to compare the retellings with the traditional fairy tale in order to see what kind of choices have been made by the contemporary authors to introduce contemporary views on sexuality and gender into the story and to what extent have they been entered into dialogue with fairy-tale scholarship. The thesis consists of an introduction, two core chapters and a conclusion. The introduction will briefly comment on the works of the brothers Grimm, their relationship with fairy-tale scholarship and introduce the authors of the retellings this paper analyses. The theoretical framework of the paper will be laid out in chapter one which elaborates on the nature and functions of fairy-tale retellings and their relationship with feminism. In addition to that, the first chapter explores the representation of sexuality and gender in Grimms' fairy tales, providing a backdrop necessary for analysing the retellings. The empirical chapter consists of the comparison of the traditional tale and its retellings. The chapter will look into the similarities and differences in the representation of sexuality and gender in the the Grimms' version of Snow White and its retellings and determine the instances where the authors have entered into dialogue with fairy-tale scholarship. The results of the study will be presented in the conclusion.
Aspects of Teaching and Learning English as a Foreign Language in the Case of Blind and Visually Impaired Learners in Estonia
(Tartu Ülikool, 2014-10-24) Lõvi, Monica; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Filosoofiateaduskond
It is assumed that blind and visually impaired foreign language learners experience more difficulties in their foreign language learning than sighted learners as they need adaptive and technical accommodations in their learning process. In addition, their opportunities for implicit foreign language learning are more limited. There are several obstacles connected with the absence of visual information and a necessity for adapted study and testing materials. The aim of this Master’s Thesis is to describe and analyse the factors influencing the process of teaching/learning English as a foreign language in the case of students with blindness or low-vision and to highlight the supportive measures used in practice. The main attention is paid to the accessibility issues, such as adapted study materials for the blind/visually impaired learners; accommodations and promising activities and ways of organizing teaching/learning process. For getting answers to the research questions on those issues, two surveys were carried out: one among learners with blindness/low-vision and the other among foreign language teachers of visually impaired students in Estonia. There were 32 respondents among visually impaired learners and 12 among foreign language teachers. Two different questionnaires were developed and administered among the sample groups. In the sections of analysis, the main aspects of teaching/learning English and foreign languages in learners with blindness/low-vision are highlighted from the point of view of foreign language teachers of visually impaired students and blind/visually impaired foreign language learners. In addition, the topic of accommodations of foreign language examinations is discussed according to the responses of a focus group interview with two specialists in the field. Some suggestions are provided after the section of discussion. This information may be beneficial to EFL teachers of visually impaired students both in special and mainstream schools. Due to the strengthening of the inclusive approach in Estonian education policy, mainstream school EFL teachers may need additional knowledge of special educational needs of this field, even though the occurrence of blindness/visual impairment is relatively small.
The United States in Crisis: President Barack Obama Tested by Sandy
(Tartu Ülikool, 2014-10-24) Käiro, Pilvi; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Filosoofiateaduskond
Pilvi Käiro Ameerika Ühendriigid kriisis: Sandy paneb president Barack Obama proovile (The United States in Crisis: President Barack Obama tested by Sandy) Magistritöö 2013 Lehekülgede arv: 62 Annotatsioon: Käesolev magistritöö uurib Ameerika Ühendriikide presidendi Barack Obama kriisikommunikatsiooni võtteid ja meetodeid orkaan Sandy poolt põhjustatud kriisi ajal 2012. aastal. Töö teoreetiline peatükk annab ülevaate kriisi ja kriisikommunikatsiooni olemusest ning käsitleb süvitsi kahte kõige tuntumat käsitlust kriisikommunikatsiooni valdkonnas – imago parandamine ja tugevdamine ning kriis kui võimalus uuendusteks. Lisaks rõhutatakse juhi rolli ja olulisust kriisi ajal. Esimese peatüki lõpus tuuakse välja ka orkaan Sandy tähenduslikkus tol ajahetkel ning selle katastroofi mõju rahvale. Töö teine peatükk keskendub töös kasutatud korpuse kirjeldamisele, mis koosneb üheksast Barack Obama kõnest nii enne kui pärast katastroofi kui ka selle kõrghetkel. Selles peatükis antakse ka ülevaade Ameerika meedias avaldatud kontekstuaalsest raamistikust, mis toob esile nii presidendivalimised kui ka George W. Bushi orkaan Katrina aegse ebaõnnestunud kriisikommunikatsiooni 2005. aastal. Töö kolmas peatükk analüüsib põhjalikult Obama kõnedest esile tulnud viit teemat: kriisijuhtimine ja -kommunikatsioon, tõhus koostöö, autoriteet ja asjatundlikkus, poliitiline juhipositsioon, ning rahvuslik ühtsus ja kangelaslikkus. Analüüsi tulemusena selgub, et presidendi valitud kriisikommunikatsiooni strateegiad ja taktikad püüdsid jätta temast mulje kui tugevast ja võimekast liidrist sel raskel ja murettekitaval perioodil. Tema strateegiad rõhuvad mõningal määral inimeste endi vastutustundele ning oma tervise ja heaolu jaoks vajalike ennetavate meetmete rakendamisele. Lisaks on tema taktikates näha jooni oma kuvandi ja maine tugevdamisest, mis väljendub tähelepanu juhtimises erinevate organisatsioonide, osakondade ja inimeste vahelisele tublile koostööle. Kolmandat maine parandamiseks kasutatud strateegiat, parandavat tegevust, võib pidada seotuks vaatenurgaga, et kriis võib olla ka positiivne olukord ja sündmus, mis võimaldab ellu viia tuleviku jaoks olulisi, tulemuslikke ja positiivseid otsuseid. Võib oletada, et tänu hästi ja sobivalt valitud kommunikatsioonistrateegiatele ja väljapaistvatele juhtimisomadustele keset orkaan Sandy poolt tekitatud kaost ja ebakindlust suutis president Obama kindlustada endale ameeriklaste jätkuva poolehoiu, mis võis oma osa mängida ka tema võidu puhul 2012. aasta presidendivalimistel.
Teaching Culture in the English Language Classroom: an Analysis of Three Lesson Plans
(Tartu Ülikool, 2014-10-24) Keisk, Kaisa; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Filosoofiateaduskond
The current Master’s thesis aims to create teaching materials for teaching culture whereas stressing the importance of cultural learning as a process. The thesis will concentrate on the following research question: How to create teaching materials for teaching culture based on the experiential learning cycle for an English language classroom. The thesis consists of the theoretical and empirical part. The theoretical part of the thesis explores different views on culture, the relationship between culture and language, and the notion of teaching culture. The subchapter on teaching culture will take a closer look at the process of teaching culture, concentrating more specifically on Patrick R. Moran’s (2001) experiential learning cycle. The empirical part of the Master’s thesis focuses on the process of creating, teaching, and analysing the materials for teaching culture. First, the reasons for the creation of the materials will be given. Secondly, the main objectives for the lesson plans will be set by drawing ideas from various scholars. Thirdly, the analyses based on the alternating creation and teaching of the three lesson plans will be presented. The conclusion summarises the main findings of the thesis.
Representation of Gender in the Dialogues of the Textbooks English Step by Step 5 and I Love English 5
(Tartu Ülikool, 2014-10-24) Lehiste, Kätlin; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Filosoofiateaduskond
The aim of this thesis is to analyse the representation of gender in the dialogues of two English language textbooks written by Estonian authors for Estonian learners: English Step by Step 5 (2008) and I Love English 5 (2008). In comparison to the general representation of men and women in textbooks, dialogues have not been analysed as extensively. However, they are of great importance in the language classroom as they help in developing and practising a variety of conversational skills related to the language being learnt. If one gender is given a smaller number of words or the characters of that gender are represented in a limited number of social roles, the students reading the part of those characters may get less practice opportunities or develop false assumptions of how native speakers of the target language speak. The introduction of the thesis discusses the role of schools and educational media in the process of socialisation and how doing gender is involved in that process. It also explains how the dialogues create a social context for language use and how inequalities in gendered models of those dialogues can affect learning. The first chapter gives an overview of the previous research on the topic of gender in textbooks, focusing generally on foreign language textbooks, but also including other textbooks studied in Estonia in order to give a broader overview of the local situation. Language use and its relation to gender are discussed in the second part. The third chapter describes the choice and structure of the materials, and lists the criteria for the quantitative and qualitative analysis. The quantitative analysis focuses on the number of female, male and gender-neutral characters, the number of words and utterances they have and how many mixed-gender dialogues they initiate or conclude. The qualitative analysis focuses on the social roles and settings the characters are presented in, the language used to present them and the language the characters use to address each other or talk about other people, which language functions – informative, phatic, directive or expressive – do the characters use, and which examples of polite language use can be found in their speech. The fourth chapter presents and discusses the findings of this study. The findings in the two books are compared to each other and also to the findings of the previous studies described earlier. Additionally, the possible practice opportunities in gendered roles ascribed by the books are discussed as well.
EFL Teachers' Attitudes Towards Teaching Cross-Curricular Topics
(Tartu Ülikool, 2014-10-24) Mahlakõiv, Krista; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Filosoofiateaduskond
Cross-curricular topics have been in the Estonian National curriculum for many years now; including them in lessons has evoked controversial opinions among teachers. Teaching cross-curricular topics in EFL classrooms is a good way to include them in lessons because languages can be means for learning different subjects. Cross-curricular topics help to make learning the language more relevant and offer a chance to include topics that prepare students for real life experiences. There are various different ways how to teach cross-curricular topics and everything does not have to be done in a classroom, a lot can be done outside lessons and through extracurricular activities. The present thesis looks into teaching cross-curricular topics in English classes. It gives an overview of the cross-curricular topics in the Estonian National Curriculum, the methods and materials used for teaching cross-curricular topics and the attitudes teachers’ have towards teaching cross-curricular topics. A survey was conducted among EFL teachers of Estonia to see what ate the teachers’ attitudes towards teaching cross-curricular topics and how they teach the topics. Chapter one is based on secondary sources and gives an overview of crosscurricular topics, their development throughout history and their presentation in different educational documents. Various methods for teaching cross-curricular topics and for including them in schools’ environment are discussed. Chapter two introduces the procedure and the results of a research conducted among Estonian EFL teachers. Sample of 90 EFL teachers from different schools in Estonia were questioned. The main aim of the research was to see what the EFL teachers’ attitudes towards teaching cross-curricular topics are and to compare the results with other researches done on this topic.
Designing an English for Specific Purposes Course for National Handicraft Specialities at Kuressaare Regional Training Centre
(Tartu Ülikool, 2014-10-24) Mäe, Elle; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Filosoofiateaduskond
The main aim of this MA thesis is to examine different ways of teaching and learning English for Specific Purposes (ESP) and to provide a rationale for designing an ESP course for national handicraft specialities (textile, ceramics, leather craft) at Kuressaare Regional Training Centre as well as in vocational schools in Estonia together with the aims and competences set out in the national curriculum. The paper also examines various types of syllabuses and their implementation in an ESP course. The thesis is comprised of the introduction, three chapters, the conclusion, references and six appendices. In the introduction, the reasons for and the aims of the study are listed. The introduction also discusses the definitions and development of ESP and focuses on the different roles the ESP teacher has to perform in a teaching-learning process. Chapter 1 reviews the literature related to syllabus design, discusses the role of needs analysis in the course design process and different ways of conducting the needs analysis. Chapter 2 provides the results of the survey conducted among 74 students from four vocational schools in Estonia. One of the aims of this survey was to determine the ESP needs of national handicraft students without training experience abroad and of students with various specialities from different vocational schools in Estonia with training experience in a foreign country. Chapter 3 focuses on the situation analysis of the national handicraft students, presents and explains the outline of the course developed. The relevant extract from the national curriculum, the curriculum of Kuressaare Regional Training Centre, the needs analysis framework, two questionnaires and the developed ESP course syllabus are presented in the Appendices. The list of 23 sources can be found on the Reference page and the list of 12 sources of teaching materials on a separate page.
Gender in the Making: Transgender Identity and Performativity in Films Transamerica (2005) and Breakfast on Pluto (2005)
(Tartu Ülikool, 2014-10-24) Peil, Helen; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Filosoofiateaduskond
Film is a means of entertainment that has the power to influence people’s perceptions on different topics, among them gender. This paper addresses transgender as it is expressed in film, which is a means of observing gender identities and social practices. The aim of this thesis is to analyse the extent to which one can apply a gender performative approach to transgender and how transgender identity and performativity are represented in films. The introduction discusses the relationship between film and ideology as well as provides a brief overview of the historical representation of gender minorities in film. The first chapter is a theoretical analysis of transgender identity and performative subversion on the basis of Judith Butler’s works Gender Trouble (1990) and Bodies that Matter (1993), criticism of her works, and a discussion of the experience of transgender. The second chapter provides a comparative analysis of the protagonists of two films, Transamerica (2005) and Breakfast on Pluto (2005), based on the representation of their transgender identities, performative acts and communication with different social groups. The conclusion summarises the main findings of the analysis.
Implicit Norm Creation in the U.S. Poetry Criticism in the 1990s
(Tartu Ülikool, 2015-06-09) Pulver, Mario; Marling, Raili, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Filosoofiateaduskond
Käesoleva töö eesmärgiks on uurida implitsiitsete normide loomist USA luulekriitikas 1990-ndatel aastatel. Töö koosneb neljast peatükist. Sissejuhatuse ja teooria peatükis räägitakse kolmest peamisest kaanoni ja normide käsitlusest, mida töö kontekstis nimetatakse traditsiooniliseks, dekonstruktsionistlikuks ja sünkretistlikuks lähenemiseks niivõrd vaieldavale mõistele kui “kaanon”. Samuti selgitatakse implitsiitsete normide ehk kriitiku poolt artikli käigus avalduvate normatiivsete kriteeriumite mõistet. Metodoloogia ja andmete peatükis kirjeldatakse autori poolt töö tarbeks kohandatud Norman Fairclough meetodi Critical Language Study versiooni ja selle rakendamist 47 tekstist koosnevale korpusele, mis moodustati kolme USA luuleajakirja materjalide alusel. Diskursusanalüüsi ebatavaline rakendamine luulekriitika uurimiseks oli teadlik katse kontrollida, kas interdistsiplinaarse lähenemisega on võimalik saada tulemusi. Tulemuste peatükis selgitatakse detailselt analüüsiprotsessi ja võetakse kokku peamised tulemused, mis seonduvad implitsiitsete normidega. Analüüsi käigus tuvastati, et valimis kasutatakse positiivsete kategooriatena ennekõike intertekstuaalsust, võrdlust teiste luuletajatega, keele- ja luulevormide meisterlikku valdamist ning luuletaja staatust või senist karjääri. Negatiivsete kategooriatena mainiti peamiselt sisutühja vormimängu, poeedi piiratust, luule liigset pikkust või keele/teema ebapiisavat valdamist. Nii positiivne kui negatiivne kriitika keskendus sisu asemel ennekõike vormile. Lisaks tuvastati analüüsis, et kriitikud positsioneerisid sageli nii ennast kui kiidetud luuletajat väljapoole “peavoolu”. Teiseks tähelepanekuks oli vaidlusaluse mõiste “kaanon” vältimine kriitikas, ehkki arvustajad rõhutasid luuletaja püsivat väärtust, pikaajalist kõrget taset või ainulaadset staatust ameerika kultuuris, mida võib pidada just nimelt väljavalituse tunnustamiseks. Tulevaste uuringute tarbeks jäi silma, et kuigi valimist ei koorunud välja läbivaid jooni, kordusid mõned temaatilised kategooriad piisavalt sageli: intertekstuaalsus, võrdlus teiste luuletajatega, pastišš ja katkendlik stiil võiks viidata postmodernistliku lähenemise eelistamisele 90-ndate luules. Luuletaja eruditsiooni rõhutamine ja arvustuste keerukas keelekasutus võivad aga seada eeltingimusi ameerika luulediskursuses osalemisele, nõudes nii lugejalt kui luuletajalt kõrget kvalifikatsiooni ja hoides USA luulet suhteliselt marginaalsel kohal ühiskonnas.
Representation of the Political Context in Ian McEwan's Novels The Child in Time and Saturday
(Tartu Ülikool, 2015-06-09) Sadam, Eeva; Soovik, Ene-Reet, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Filosoofiateaduskond
Käesoleva magistritöö eesmärgiks on võrrelda poliitilise konteksti kujutamist Ian McEwani romaanides “Laps ajas” ning “Laupäev” võttes aluseks antud teoste peategelaste mõtted ja teod ning analüüsides nende tähendust kõrvutatuna antud ajastutel valitsenud poliitiliste ideoloogiate tunnustega. Töö sissejuhatus keskendub Ian McEwanile kui poliitilisele autorile ning annab ülevaate tema romaane läbivatest poliitilisetest ning sotsiaalsetest teemadest. Ian McEwan on avaldanud oma seisukohti ühiskonnas oluliste teemade üle ka ajakirjanduses ning see on kooskõlas sellega, et ka tema romaanides on esindatud poliitilised ning ühiskonnakriitilised teemad. Töö esimene peatükk visandab teoreetilise tausta toetudes peamiselt marksistlikule kultuuri- ja kirjandusteooriale. Peatükk keskendub ideoloogiale ning selle kujutamisele kirjandusteostes, tegelastele kui ühiskonna ja oma sotsiaalse klassi esindajatele ning teksti ja poliitilise reaalsuse vahelisele suhtele. Teises peatükis on esitatud teoste analüüs, mis vaatleb, kuidas väljenduvad antud romaanides kujutatud ajastute ideoloogiad läbi tegelaste mõtete ning tegude. Empiirlises osas vaadeldakse teoseid “Laps ajas” ja “Laupäev” eraldi, tuues esile, kuidas autor on kujutanud sotsiaalset ja poliitilist konteksti antud romaanides. Töö kokkuvõttes võrreldakse, kuidas on poliitilist konteksti antud romaanides kujutatud. Selle tulemusena võib väita, et romaan “Laps ajas” väljendab rohkem poliitilise ja sotsiaalse ühiskonnakorraluse kriitikat kui “Laupäev”. Muutused ühiskonnas, mis mõjutasid varasemas romaanis kujutatud poliitilist konteksti, on hiljem muutunud ühiskonnas normiks, mistõttu poliitilise konteksti kujutamises on vähem ühiskonnakriitikat.

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