Anglistika magistritööd – Master's theses

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A comparative study of the knowledge of the internet language among Russian- and Estonian-speaking secondary-school students
(Tartu Ülikool, 2018) Bondar, Viktoria; Veldi, Enn, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond
Magistritöö eesmärk oli uurida ingliskeelse internetikeele oskust Eesti õpilaste seas ning võrrelda vene ning eesti keelt kõnelevate kümnenda klassi õpilaste internetikeele oskust. Magistritöö koosneb kolmest peatükist. Sissejuhatav teoreetiline osa käsitleb internetikeelt kui hiljuti väljakujunenud keelekuju, selle erinevaid valdkondi (need tuleks loetleda hea mõte!) ning iseloomulikke jooni. Teine peatükk annab ülevaate õpikutest, mis käsitlevad internetikeelt. Kokku vaadeldi 12 õpikut, nende hulgast ainult neli õpikut käsitlesid internetikeele teemat. Magistritöö kolmas peatükk on uurimuslik. Töö hüpoteesiks oli, et internetikeelt oskavad eesti keelt kõnelevad õpilased kasutada paremini kui vene keelt kõnelevad õpilased. Väidetavalt suudavad eesti keelt kõnelevad õpilased omandada inglise keelt paremini kui venekeelsed õpilased. Seega eeldab autor, et nad on aktiivsemad vastava keele rakendamises ka veebi vahendusel. Kokku vastas küsimustikule 111 õpilast. Nende seas oli 55 vene ning 56 eesti keelt kõnelevat õpilast. Küsimustiku esimene osa uuris, kui palju aega päevas veedavad õpilased suhtlemiseks internetis, mis sotsiaalvõrke nad kasutavad ning kas neil on inglise keelt kõnelevaid sõpru internetikeskkonnas. Selgus, et eesti keelt kõnelevad õpilased olid aktiivsemad inglise keeles suhtlejad internetis. Kõigil neil oli konto Facebookis. Samas aga ainult üle 60% vene keelt kõnelevatest õpilastest olid Facebooki kasutajad, kuna nende seas levib populaarne venekeelne interneti suhtlusvõrgustik VKontakte.
A corpus-assisted comparative study of the representations of the Euromaidan protests in Ukraine (2013-2014) and the Belarus protests (2020-2021) in The New York Times
(Tartu Ülikool, 2024) Smuk, Kateryna; Marling, Raili, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
Media representation plays a crucial role in (de-)legitimizing social movements and their participants. This thesis aims to compare the representations of two consequential events in Eastern Europe—the Euromaidan protests in Ukraine (2013-2014) and the Belarus protests (2020-2021)—in The New York Times, a major global media outlet. The study specifically concentrates on the naming strategies used for the events and social actors and the attribution of responsibility for violence. To achieve this goal, a corpus-assisted approach to discourse analysis and van Leeuwen’s framework for social actors’ analysis are employed. The Sketch Engine tool is used to analyze two corpora, which together encompass 167 articles (192,111 words). The thesis consists of five sections. The introduction delves into media power and representation. The first chapter discusses the process of news construction and the role of language in it, the media coverage of social movements, the background of the analyzed events, the ethical policy of The New York Times, and previous research on the analyzed events and protests in general. The second chapter presents the methodological approaches employed (critical discourse analysis, corpus linguistics, and van Leeuwen’s framework for analyzing social actors) and details the methodological procedure. The final chapter reports and discusses the findings of the analysis. The conclusion summarizes the main results and implications for further research.
A corpus-based study of adjective intesification among native speakers and learners of English
(Tartu Ülikool, 2022) Savchenko, Denys; Klavan, Jane, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride kolledž
A multimodal analysis of gender representation in the I love English 7 textbook
(Tartu Ülikool, 2023) Eessaar, Merlyn; Marling, Raili, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut
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).
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.
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 verbs within video game structures based on a video game verb theory and The Secret of Monkey Island
(Tartu Ülikool, 2017) Saks, Karl Erik; Marling, Raili, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride kolledž
The aims of this thesis are as followes: to provide a review of the idea presented by three game designers – Chris Crawford, Raph Koster and Anna Anthropy – according to which, verbs should be used to describe the interactions and inner rule structures of video games; present these ideas as a unified theory of verbs within game structures; provide a method for analysing these verbs through syntactic theory presented by Bas Aarts and Van Valin and LaPolla; apply the combined theory of verbs in game structures and the methodology and concepts from syntax to analyse the verbs in the structure of the 1990 point and click adventure game The Secret of Monkey Island and its 2009 Enhanced edition.
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.
Antwordprofiler Analysis of the Novels of Kurt Vonnegut, Jr., as Set in Opposition to the GSL, The AWL, and the BNC/COCA Word-family Lists
(Tartu Ülikool, 2015-06-10) Dalton, Edmund Alexander; Sool, Reet, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Filosoofiateaduskond
Käesolev magistritöö kujutab endast Kurt Vonneguti idiolekti kvantitatiivset uurimust, mis rajaneb olemasolevatel korpuslingvistilistel meetoditel. Eesmärgiks on esile tuua järgmine faktide kolmikjaotus: esiteks, sõnavara maht tuhandetes sõnaperedes, millede piisav oskus võimaldab lugejal mõista vähemalt 98% sõnedest romaanide ingliskeelsetes originaalides; teiseks, ootusvastaste suhteliste püsivuste või kasvude arv esinemissagedusega määratud ja astmeliselt järjestatud tuhandesõnapereliste loendite liikmete arvus kõnealuste romaanide puhul; kolmandaks, kontroll- ja katserühma vahelistest erinevustest tulenev vea ülemmäär, mis on kindlaks tehtav kirjakeelesõnaraamatu „Oxford English Dictionary“ II trükiga. Ülesehituselt on töö kaheosaline, hõlmates kokku nelja peatükki: sissejuhatus ja põhjalik ülevaade kõrvutatavatest tekstikogudest, mis moodustavad teoreetilise osa, ning vastavate tekstikogude üksikasjalik eritelu ja lõppkokkuvõte, mis moodustavad empiirilise osa. Teine peatükk jaguneb omakorda kaheks paragrahviks, selleks et käsitada vastandlike rühmadena nii sõnapereloendeid kui ka romaanide tekste, kolmas peatükk seevastu neljateistkümneks paragrahviks, selleks et keskenduda teostele kordamööda nende ilmumisaastate järjestuses, juhindudes sealjuures autori 45aastast karjääri vastaval alal kajastavast bibliograafiast. Valdav enamik analüüsi metoodikast on omistatav Paul Nationile, nagu näiteks seisukoht, et kui lugeja sõnavara hulka kuuluvad vähemalt 98% ühe konkreetse kirjutatu sõnedest, on põhjust eeldada, et kirjutatu sisu on tervikuna lugejale piisavalt arusaadav. Analüüs seisneb romaanidest koosneva katserühma võrdluses tekstikogude General Service List, Academic Word List ja nii British National Corpus kui ka Corpus of Contemporary American English alusel loodud sõnapereloenditest koosneva kontrollrühmaga ning väljundi tabeldustes. Teooriaosa raames on võetud kokku nii sõnapereloendite ja iseseisva tekstikogu puudused kui ka vaatlustulemused rakendatavast metoodikast Euroopa Nõukogu keeleoskustasemete süsteemi ja Vonneguti enda hinnete kontekstis. Empiirilised andmed aga käsitlevad sõnede, sõnatüüpide ja -perede arvu ja protsenti juba fikseeritud sagedusastmetel ning täpsustavad suhteliste muutuste põhisuundi, samal ajal kui vea ülemmäär selgub lisades toodud sõnede arvust. Statistikast nähtub muuhulgas, et teoste keerulisus on tihti alla 8 000 sõnapere.
Application of Content and Language Integrated learning (CLIL) in Designing Moodle Learning Activities for Students of Mechatronics
(Tartu Ülikool, 2015-06-12) Aksinovitš, Larissa; Türk, Ülle, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Filosoofiateaduskond
Antud magistritöö eesmärgiks oli läbi viia uuring Tartu Kutsehariduskeskuse (Tartu KHK) mehhatroonika eriala õppijate ja kutseõpetajate seas, et välja selgitada õppijate sotsio-lingvistilised vajadused inglise keele omandamisel. Uurimuse tulemuste põhjal oli kavandatud koostada algupärane LAK (lõimitud aine- ja keeleõppe) ainekava mehhatroonika eriala jaoks. Lisaks ainekavale oli plaanis koostada näidisülesandeid Moodle keskkonnas B2- keeleoskustaseme õppijatele. Vajadus uute integreeritud ainekavade ja materjalide osas on suur, sest vastavalt uuele Kutseõppeseadusele (Riigikogu 2013) aastal 2018 peab toimuma lõplik üleminek uutele lõimitud õppekavadele, kuis suurem osa keeleõppest peaks toimuma erialast lähtuvalt. Seega esimese sammuna mehhatroonika eriala õppekava integreerimisel viidi Tartu Kutsehariduskeskuses vajaduste uuring ning koostati näidisainekava ja –õppeülesandeid. Edaspidi saaks neid kasutada abimaterjalina integratsiooni edaspidiste staadiumite läbiviimisel. Käesolev magistritöö koosneb sissejuhatusest, põhiosast ja kokkuvõttest. Põhiosa võib jagada kaheks osaks – teoreetiliseks ja praktiliseks. Teoreetiline osa on koondatud esimesse peatükki ning annab ülevaate LAK-õppe olemusest ja selle rakendamisest haridussüsteemis ja õppematerjalide koostamisel. Praktiline osa on kajastatud kahes peatükis. Peatükk 2 tutvustab vajadusi väljaselgitavat uuringut, mis oli läbi viidud Tartu KHK-s veebruarist aprillini 2013, uuringu metodoloogiast ja tulemustest. Uuring andis ülevaadet mehhatroonika erialaga seonduvatest lingivtilistest vajadustest, kuigi tuleb tõdeda, et tihtipeale õppijate ja kutseõpetajate arvamused ühe või teise aspekti kohta olid subjektiivsed, mõjutatud responentide isiklike hoiakute ja keeleoskuse poolt. Kolmas peatükk keskendub magistritöö jaoks loodud LAK näidisainekava ja – õppeülesannete tutvustamisele ning samuti hõlmab ülevaadet Moodle keskkonna iseärasuslikest joontest ja võimalustest. Lõimitud ainekava keele ja mehhatroonika ainete õpetamiseks koosneb sissejuhatusest ja kuuest moodulist, mis lisaks töökeskkonnaohutusele ja tööga seotud dokumentatsioonile hõlmavad ka mehhatroonika põhivaldkondi (elektroonika, mehhanika, elekter, arvutiteadused) Antud magistritöö oli koostatud kooskõlas Tartu KHK Tööstustehnoloogia osakonna vajadusega läbi viia mehhatroonika õppekava lõiming ning töö kirjutamisel on lähtetud konkreetse kutsekooli võimalustest ja inim- ning õppevara ressursidest. Töö võib olla abiks edaspidise koostöö arendamiseks kutse- ja keeleõpetajate vahel ainete lõimimisel. Magistritöö toetub 46-le allikale ning sellel on 9 lisa.
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.
Aspects of motivating adult students of English at an adult high school
(Tartu Ülikool, 2018) Tuhkanen, Aili; Klavan, Jane, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond
The purpose of this MA thesis is to find out how the length of the break influences adult students’ motivational intensity, L2anxiety and group cohesion in the process of learning English at Tartu Adult High School. In today’s fast changing world adult education is becoming more and more important because the number of adult students is growing. Adult high schools give a second opportunity for those grown ups who, for some reason, have quit their studies but have now reached a decision to graduate basic school or high school. As there are mature students with various length of break between their previous and present schools, it is relevant to investigate how this factor influences their motivation to study English as an L2 at Tartu Adult High School. The thesis is divided into two chapters. The first chapter presents a literature overview of the interpretation of motivation in the main contemporary theories starting from the beginning of the 20th Century and finishing with Dörnyei and Ushioda’s viewpoints on it. For the reason that the aim of this research is to study adult students’ motivation to learn English as an L2, the main principles of adult learning are also explained at the end of this chapter. The second part of Chapter 1 focuses on Dörnyei and Ushioda’s L2 motivation, L2 anxiety, group cohesion and Dörnyei’s L2 self-system.
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.
Authentic workplace situations as a motivational element in foreign language learning in vocational education on the example of the hairdresser syllabus
(Tartu Ülikool, 2018) Kesler, Kerstin; Türk, Ülle, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond
The goal of teaching English as a foreign language has remained the achievement of communicative competence and the 21st-century challenges the teachers and learners in finding motivation for teaching and learning. The aim of the present Master thesis is to find out how the authentic learning environment and authentic activities support the motivation level of foreign language learning and develop communication skills of hairdresser students in Tartu Vocational Education Centre. The research question was answered through former hairdresser students’ perceptions before and after the exposure to authentic learning. The results of the study show how the perceptions changed after experiencing authentic learning and whether the process increased learners’ motivation when using a foreign language for communicative purposes. The present thesis comprises of an introduction, two core chapters and a conclusion. The introduction of the paper explains the situation of vocational education in Estonia, defines the need for authentic learning, and focuses on previous research in the field. The first chapter gives an overview of the concept of authenticity, introduces authentic learning and its characteristics, explains how authentic learning raises motivation and discusses the areas of concern. The second chapter introduces the research design, including the research instruments and a discussion of the procedure of the study. The results of the research are analysed and compared to previous studies. The conclusion summarises the two chapters presented in the paper, focuses on the major findings as well as limitations and practical value of the current thesis.
Authenticity of English Teachers in Estonia
(Tartu Ülikool, 2015-06-12) Opaal, Ilona; Türk, Ülle, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Filosoofiateaduskond
Töö eesmärk on tõsta õpetajate ja koolitajate teadlikkust autentsuse kohta. Töö koosneb teoreetilises osast, mis kirjeldab identiteedi ja autentsuse olemust ja kooslust. Empiiriline osa tugineb intervjuudele järgides analüütilist, fenomenoloogilist uurimismeetodit, püüdes uurida Eesti inglise keele õpetajate autentsust. Õpetaja autentsus algab eneseteadlikkusest ja kriitilisest reflektsioonist enese kohta, millele lisandub teadlikkus teistest, teadlikkus kontekstist ja suhetest õpilaste ja kolleegidega. Avatud ja enesesteadlikud õpetajad on tõenäolisemalt need, kes end klassis õpilastega suheldes avavad ja seega autentsed on. Autentne õpetaja areneb nii personaalsel kui ka professionaalsel tasemel samaaegselt, kuna need on omavahel lahutamatult seotud. Tee autentsuseni on elupõline protsess ja igaüks peaks leidma enda isikule ja maitsele sobiva õpetamismeetodi. Töö käigus selgus, et vaid üks õpetaja küsitletutest vastab kõigile autentsuskriteeriumitele, kaheksa õpetajat kümnest on oma töös ebakindlad, pooled õpetajatest ei reflekteeri kunagi või harva.
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.
Blending classroom-based and web-based learning of English for specific purposes for social care specialities at Kuressaare Regional Training Centre
(Tartu Ülikool, 2016) Riim, Kadri; Vaher, Berk, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond
The main purpose of this MA thesis is to examine the ways of blending classroombased and web-based learning and teaching of English for Specific Purposes (ESP) for adult social care learners at Kuressaare Regional Training Centre. A needs analysis research by means of questionnaires and interviews was conducted at Kuressaare Regional Training Centre in order to determine the needs of learners. The questionnaires were completed by forty learners and graduates of Kuressaare Regional Training Centre in the period of February – April 2016. The interviews were organised among twelve social care learners and graduates in the same period. In general terms, the completed research aimed to determine the language skills needed for social care learners in occupation-related fields, the most practical ESP tasks and activities in order to gain the necessary skills and finally, to evaluate and provide rationales for the implementation of the current web-based course. The thesis comprises the introduction, two core chapters, the conclusion, references and seven appendices. The introduction lists the reasons of the present study, the aims and the introduction of methodology. Furthermore, the background and rationales of the current research are discussed in this chapter. Chapter One presents a theoretical overview of combining technology and ESP, pedagogy in computer-assisted learning and in addition, the learner-centred approach in teaching adults and the discussion of needs analysis are described in this chapter. The practical part consists of the presentation and the analysis of the survey results and besides, the blended course outline is provided in the last section.
Calculating the error percentage of an automated part-of-speech tagger when analyzing Estonian learner English: an empirical analysis
(Tartu Ülikool, 2018) Undo, Aare; Klavan, Jane, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond
Teksti sõnaliikideks jaotamine sündis koos lingvistikaga, kuid selle protsessi automatiseerimine on muutunud võimalikuks alles viimastel kümnenditel ning seda tänu arvutite võimsuse kasvule. Tekstitöötluse algoritmid on alates sellest ajast iga aastaga üha paranenud. Selle magistritöö raames pannakse üks selle valdkonna lipulaevadest proovile korpuse peal, mis hõlmab eesti keelt emakeelena kõnelevate inglise keele õppijate tekste (TCELE korpus). Korpuse suurus on antud hetkel ca. 25 000 sõna (127 kirjalikku esseed) ning 11 transkribeeritud intervjuud (~100 minutit). Eesmärk on hinnata TCELE ja muude sarnaste korpuste veaprotsenti. Töö esimeses osas tutvustatakse lugejale korpuse kokkupanemist, annoteerimist ja väljavõtet (ingl. retrieval ) ning antakse ülevaade sõnaliikide määramisest ja veaprotsendist. Pärast seda antakse ülevaade varasematest uuringutest ning vastatakse muuhulgas, järgnevatele küsimustele: mida on eelnevalt tehtud? Mis olid uuringute leiud? Millised automaatsed märgendajad (ingl. taggers) ja sõnaliikide loendeid (ingl. tagset ) kasutati?
The cognitive linguistic approach to teaching idioms: a case study with Estonian secondary school EFL students
(Tartu Ülikool, 2017) Jermoškin, Sigrit; Klavan, Jane, juhendaja; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride kolledž
Since idioms appear difficult for the EFL students to understand and comprehend and the traditional teaching methods are stated to be inefficient, it is necessary to look for alternative ways of teaching. One of the ways praised by several scholars is the cognitive linguistic approach. Therefore, this thesis focuses on the applicability of the cognitive linguistic approach of teaching idioms to secondary school EFL students and to assess its efficiency. Furthermore, comparisons with the traditional teaching method are provided as well. The thesis is divided into two main chapters – literature review of teaching idioms in EFL classroom and the empirical study. The first chapter is divided into two sections. The first section includes the definition of idioms and gives an overview of the concept of metaphoric idioms. The second section focuses on teaching idioms in EFL classroom via using the traditional teaching method and the cognitive linguistic approach. The necessity of teaching idioms is highlighted and the challenges of teaching such complex vocabulary elements are addressed. Furthermore, the opportunities of the cognitive linguistic approach are introduced by examining previous studies done in that field. The second chapter provides an overview of the empirical study, which consisted of an experiment conducted with 24 Estonian secondary school students. Furthermore, the results of the study are discussed in accordance with the used literature. Additionally, the main findings of the experiment are discussed and concluded. The shortcomings of the study are addressed as well. The conclusion emphasises the importance of the topic and summarises the main findings. It gives an overview of how the results can be beneficial for the EFL teacher. Finally, possible options for further study are provided as well.

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