Sirvi Märksõna "keeleõpetus" järgi

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6. klassi eesti keele teise keelena tasemetööde võrdlev analüüs
(Tartu Ülikool, 2015) Usmanova, Jelena; Kikerpill, Tiina, juhendaja; Tartu Ülikool. Filosoofiateaduskond; Tartu Ülikool. Eesti ja üldkeeleteaduse instituut
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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.
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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
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A corpus-based study of the filler so in the speech of Estonian EFL learners
(Tartu Ülikool, 2024) Varula, Romi; Klavan, Jane, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
Discourse markers (DMs) in speech have been extensively researched, particularly since the late twentieth century, with growing focus on DMs in learner language in recent decades. However, filler words in learner language have not been as vastly researched and thus, this thesis at hand aims to address this gap by contributing to a few studies made in Estonia so far. The thesis focuses primarily on the use of the filler so in the speech of Estonian learners of English as a Foreign Language (EFL) and native English speakers utilizing the Estonian subcorpus of the Louvain International Database of Spoken English Interlanguage (LINDSEI-EST) and the Louvain Corpus of Native English Conversation (LOCNEC). Additionally, it aims to analyse whether so is used more as a filler, a conjunction or an adverb between the two groups. The introduction part of the thesis introduces the topic and corpora at hand, states the two research questions and gives an overview of all the sections of the thesis. The first part is concerned with previous studies conducted on both discourse markers and fillers in speech and how so functions as a filler, a conjunction and an adverb. The empirical section of the thesis gives an overview of the methodology, the corpora used in the study and analyses the use of so. The last part of the thesis discusses the findings based on the results gathered from the data. The conclusion answers the two research questions presented in the introduction and suggests possibilities for further research in similar field of study.
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A task-based needs analysis of English language training for the Estonian Defence Forces active service personnel
(Tartu Ülikool, 2018) Raudvere, Liis; Klavan, Jane, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond
Käesoleva magistritöö eesmärgiks oli viia läbi Eesti Kaitseväe tegevväelaste inglise keele vajaduste analüüs, et koostada erialakeele õppekavad, mis vastaksid õppurite vajadustele ja soovidele. Tegemist on esmase uuringuga pikema vajaduste analüüsi projekti raames. Töö koosneb teoreetilisest osast, mis kirjeldab sõjalise inglise keele olemust ja eripära ning annab ülevaate koolitusvajaduse analüüsi meetoditest ning allikatest. Tuginedes teistele olulisematele militaarvaldkonna keelevajaduse analüüsi uuringutele (nt Aho 2003, Lett 2005, Park 2015) viidi käesolev uurimus läbi lähtuvalt ülesandepõhise keelevajaduse analüüsi teooriast (vt Long 2015).
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A1.1-tasemel täiskasvanud eesti keele õppija grammatikapädevus: käänamine ja pööramine
(Tartu Ülikool, 2022-06) Suimets, Karin Britta; Pool, Raili, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Eesti ja üldkeeleteaduse instituut
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Aktiivõpe kui keeleõppe võimalus 5-6 a. keelekümblusrühma näitel
(Tartu Ülikooli Narva Kolledž, 2019) Tsybrankova, Elizaveta; Vihman, Maret, juhendaja; Tartu Ülikool. Narva Kolledž; Tartu Ülikool. Sotsiaalteaduste valdkond
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An ecolinguistic analysis of I Love English textbooks 5-7
(Tartu Ülikool, 2025) Kisler, Kristiina; Marling, Raili, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
The aim of this thesis is to determine how environmental topics are represented in I Love English textbooks 5-7 in the broader context of developing environmental education and critical language awareness in the EFL classroom. For this, an ecolinguistic analysis of the language features in the textbooks was conducted and the reoccurring ideologies identified. The analysis identified the presence of beneficial, destructive and ambivalent discourses about nature. Ways in which the destructive and ambivalent language choices could be addressed by the teacher were proposed, to support the development of critical language awareness.
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Analyse des microgenres et des connaissances pluriculturelles des élèves en classe de FLE
(Tartu Ülikool, 2025) Tammiste, Anette; Treikelder, Anu, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Romanistika osakond
Dans ce mémoire de master, nous avons observé et analysé les interactions de dix cours de FLE dans un collège estonien. Nous nous sommes appuyée sur le cadrage des microgenres du cours. Selon les données, les microgenres du cours sont initiés et influencés principalement par le professeur. Les phénomènes du plurilinguisme et de la pluriculturalité en classe ont été juxtaposés aux descripteurs dans le volume complémentaire du CECRL. Ayant également considéré les réponses des élèves aux questionnaires, nous avons vu que les collégiens estoniens utilisent leur bagage pluriculturel et plurilingue d’une manière exemplaire.
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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.
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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.
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Arvutipõhine eesti keele õpe: vahendid ja hinnangud nende efektiivsusele Tartu ülikooli keelekursuste näitel
(2015-10-29) Teral, Maarika
Eesti keelt räägitakse ja õpitakse paljudes maailma paikades. Siiski puudub paljudel keelehuvilistel võimalus õpinguteks kontaktõppe vormis. Nendele mõeldes töötakse välja arvutipõhise keeleõppe vahendeid. Arvuti abil õppimine kaotab ruumilised piirangud – veebipõhistel õpetajatoega kursustel osalejad saavad suhelda õpetajate ja õpingukaaslastega, ilma et peaksid nendega geograafiliselt samas asukohas viibima. Arvutite ja veebi kasutajate ring üha laieneb ning rakendusvõimalused avarduvad, pakkudes uusi vahendeid arvutipõhise keeleõppe arendamiseks. Käesolevas doktoritöös käsitletakse eesti keele arvutipõhise õpetamise küsimusi. Doktoritöö kuulub rakenduslingvistika valdkonda ja on oma olemuselt interdistsiplinaarne, ühendades uurimistöö, arenduse ja praktika. Doktoriväitekirjas on vaadeldud täiskasvanud keeleõppijatele loodud arvutipõhiseid eesti keele kursusi, lähemalt aga kolme Tartu Ülikoolis välja töötatud õpetajatoega eesti keele kursust. Väitekirjas analüüsiti õppijate hoiakuid arvutipõhise keeleõppe suhtes laiemalt ja nende hinnangut kursuste eesmärkide saavutamise osas. Doktoritöö tegemise käigus loodud kursuste läbiviimine, kursustel õppinute ning Tartu Ülikooli üliõpilaste antud tagaside „Eesti keele kursuse algtasemele” kohta lubasid töös esitada ka soovitusi eesti keele õppetarkvara koostajatele. Arvuti pakutab võimalusi erinevaid meediume, näiteks heli- ja videosalvestisi, teksti, pilte kasutada. Nende paremaks integreerimiseks õppetöösse peaksid õppematerjalide koostajad tegema koostööd arvutispetsialistidega. Veebipõhiseid kursusi koostades tuleb kindlasti arvestada ka konkreetse keele iseärasusi. Töö tulemused osutavad vajadusele uurida edaspidi süvendatult eri osaoskuste arvutipõhise õpetamise võimalusi. Ka tuleks rohkem tähelepanu pöörata eri sihtrühmadele koostatud arvutipõhise õppevara analüüsile ning saadud tulemuste rakendamisele uute õppematerjalide koostamisel.
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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.
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Berücksichtigung der Mehrsprachigkeitsdidaktik im Deutschunterricht
(Tartu Ülikool, 2018) Kirs, Kris; Pasewalck, Silke, juhendaja; Tartu Ülikool. Saksa filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond
Käesolevas lõputöös uuritakse inglise keele rakendamist saksa keele võõrkeeleõppes Eestimaal, tuginedes Gerhard Neuner’i poolt koostatud mitmekeelse didaktika käsitlusele ning Anta Kursiša poolt loodud õppematerjalidele. Töö esimene, teoreetiline osa jaguneb kolmeks peatükiks. Esimeses peatükis käsitletakse võõrkeelte jaotust Eestis ning kirjeldatakse saksa keele tähtsust ning populaarsust võõrkeelena võrreldes inglise keelega. Teises peatükis tutvustatakse mitmekeelse didaktika teoreetilisi aluseid, analüüsides keele omandamisprotsesse ja nende vastastikuseid mõjutusi teise võõrkeeleõppe kontekstis. Viimases, kolmandas peatükis kirjeldatakse lähemalt mitmekeelse didaktika metoodilisi aluseid ning sellega seonduvaid õpistrateegiaid. Lõpuks koostatakse mitmekeelsete ülesannete tüpoloogia A. Kursiša „Deutsch ist easy!“ õppematerjalide kogumiku näitel. Töö teises, empiirilises osas koostati eelnevalt loodud tüpoloogiale tuginedes kaks mitmekeelset töölehte, „Film & Musik“ ja „das Adjektiv“, mille abil koostati kaks erinevat tunnikonspekti.
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Bridging history and language: developing CLIL lesson plans to teach World War II to year 9 learners
(Tartu Ülikool, 2025) Kruusaauk, Kairi; Türk, Ülle, juhendaja; Valang, Ann, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
This MA thesis explores the implementation of Content and Language Integrated Learning (CLIL) to teach Estonian history, specifically the period of 1939-1941, to Year 9 students in a basic school in central Estonia. The study was conducted as a qualitative case study and aimed to investigate (1) students’ perceptions of learning history in English, (2) how to compile an effective CLIL lesson plan, and (3) teachers’ perspectives on implementing CLIL. The lessons were designed by the author and delivered by an English teacher. Data were collected through classroom observations, student questionnaires, and teacher reflections. The results suggest that CLIL can enhance student motivation and support both language and content learning, particularly through interactive tasks such as quizzes and role-play. However, the study also revealed challenges, including students’ varied language proficiency levels, time constraints, and increased teacher planning demands. The thesis includes a literature review, a description of the lesson planning and implementation process, data analysis, and a conclusion. Lesson materials are teacher notes included in the appendices.
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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.
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Creating a CLIL course for teaching intercultural communication to Estonian gymnasium students
(Tartu Ülikool, 2025) Nemvalts, Madli; Türk, Ülle, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
The present thesis aims to design a CLIL elective course on Intercultural Communication for Estonian upper secondary school students, enhancing their intercultural competence while developing their English proficiency. The thesis consists of an introduction, two main chapters, and a conclusion. The introduction explains why this thesis was written and briefly describes its structure. The first chapter outlines the theoretical background of intercultural communication and the CLIL methodology, focusing on their relevance in the educational context. The second chapter describes the development of the course, its structure, learning outcomes, and an overview of the lessons, for which lesson plans and materials were created. The thesis ends with a conclusion that summarises the main points about CLIL, intercultural communication, and the course created. The course outline, five lesson plans and materials of those lessons are included in the appendices. Keywords: CLIL, intercultural communication, elective course, foreign language
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Creating activities and materials for teaching American studies
(Tartu Ülikool, 2021) Talviste, Eliseta; Marling, Raili, juhendaja; Tartu Ülikool. Anglistika osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride kolledž
The present thesis aims to analyze the creation of activities and materials for an American Studies CLIL course. The issue of culture lessons being rather passive and not engaging for high school learners urged the author to create a whole new course and design activities for active culture learning.
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Creating an Estonian vocabulary learning game for Android platform
(Tartu Ülikooli Narva Kolledž, 2023) Drozdik, Makar; Sääsk, Andre, juhendaja; Tartu Ülikool. Narva Kolledž; Tartu Ülikool. Sotsiaalteaduste valdkond
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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