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Grįžtamasis ryšys apibūdinamas kaip stebėjimo rezultatų ir siūlymų teikimas tarp asmenų norint geriau atlikti asmenines ir organizacines užduotis. Grįžtamojo ryšio svarba mokant kalbų nėra vienareikšmiai vertinama dėstytojų, o jo tyrimai nėra galutiniai. Dėstytojų ir studentų požiūriai į grįžtamąjį ryšį yra prieštaringi. Dažniausia dėstytojai neigiamai vertina grįžtamojo ryšio įtaką studentų motyvacijai ir pasitikėjimui savo gebėjimais. Dėstytojo grįžtamasis ryšys taikomas, kai būtina taisyti rašybos ar kalbėjimo klaidas. Pastarųjų metų kalbų mokymosi teorijos teigia, kad ne visos klaidos taisytinos. Tai remiasi teiginiu, kad klaidos mokantis yra neišvengiamos - tai yra normalus reiškinys. Klaidų atsiradimo priežastys būna įvairios: gimtosios kalbos interferencija, ribotas užsienio kalbos mokėjimas, kalbos sudėtingumas ar net fosilizacija pasiekus tam tikrą kompetencijos lygį. Straipsnyje nagrinėjami universiteto studentų požiūriai į grįžtamąjį ryšį mokantis specialybės anglų kalbos ir nustatoma, kaip keičiasi jų nuomonės mokantis specialybės kalbos. Gauti rezultatai rodo, kad grįžtamasis ryšys yra veiksmingas būdas skatinti lingvistinį vystymą. Studentai labiausiai vertina rašto darbų klaidų taisymą, bet mažiau vertina klaidų taisymą pasisakymuose. Priešingai negu dėstytojai, studentai mano, kad klaidų taisymas yra efektyvus ir nekenkia žmogaus savigarbai. Straipsnyje aptariami dėstytojo grįžtamojo ryšio teikimo formos - popieriuje bei kurso draugų pastabos elektroninėje erdvėje. Pagrindinė šio tyrimo išvada skirta dėstytojams: stebėti kiekvieno studento pažangą ir teikti geranorišką rašto ir kalbėjimo klaidų taisymą. Dėstytojai privalo tobulinti savo klaidų taisymo metodikas taip, kad studentai nejaustų streso ar jaudulio. Feedback is generally defined as a process of sharing observations, concerns and suggestions with intention of improving both personal and organizational performance. The importance of feedback in language learning/ teaching is a matter of debate among practitioners. The research into the effects of feedback is far from conclusive. Teachers' and students' expectations toward feedback are found to be opposing, and the most frequent reason given is its negative impact on students' confidence and motivation. The most common feedback refers to error correction either in writing or speaking. Recent theory on language acquisition claims that not all errors should be corrected. This is based on the fact that errors are normal and unavoidable during the learning process. The reasons for errors are numerous: interference from the native language, limited knowledge of the target language, its complexity, or even fossilization at a certain level of competence in the second language. This paper examines learners‘ attitudes toward feedback in various class activities and ongoing changes of their opinions, if any, at tertiary level. The results have demonstrated that feedback is a helpful tool for linguistic development. Learners particularly appreciate error correction in writing activities, but not so much in speaking activities. Contrary to some teachers‘ beliefs of error correction being ineffective and undermining learners‘ self-esteem, students support just the opposite view. The oral, paper-written and electronic feedback to various classroom activities is discussed.

The goal of the thesis is to present the theoretical grounds of simultaneous interpreting and to determine which problem triggers have the greatest effect on the interpreting result when interpreting from English into Lithuanian. In the thesis problem triggers are defined as any element in the original speech and (or) its delivery (speaker’s accent, speech rate, technical terminology etc.) that increases the processing capacity requirements of an interpreter and may be a cause of a negative interpreting result. Problem triggers have not been researched in their entirety, usually the focus being on one specific problem trigger. This study is the first attempt to analyse a whole set of problem triggers by using a common conceptual framework and to assess how they affect the parameters of interpreting quality – accuracy and fluency of delivery. The major novelty of this research lies in the application of the econometric method of regression analysis used to study the empirical data of interpreting: the data of the experiment were used to quantify the effects of problem triggers on the errors and omissions made in shorter segments of the speech (micro level) and the data of the case study were used for the analysis of longer segments (macro level). The research has shown that at different levels of analysis the interpreting result is affected by different problem triggers: propositional density has the greatest negative effect at the micro level, while speech rate plays the biggest role at the macro level. The only problem triggers that remain statistically significant at both levels are lexical problem triggers related to the information to be rendered by way of deverbalization rather than transcoding.

The goal of the thesis is to present the theoretical grounds of simultaneous interpreting and to determine which problem triggers have the greatest effect on the interpreting result when interpreting from English into Lithuanian. In the thesis problem triggers are defined as any element in the original speech and (or) its delivery (speaker’s accent, speech rate, technical terminology etc.) that increases the processing capacity requirements of an interpreter and may be a cause of a negative interpreting result. Problem triggers have not been researched in their entirety, usually the focus being on one specific problem trigger. This study is the first attempt to analyse a whole set of problem triggers by using a common conceptual framework and to assess how they affect the parameters of interpreting quality – accuracy and fluency of delivery. The major novelty of this research lies in the application of the econometric method of regression analysis used to study the empirical data of interpreting: the data of the experiment were used to quantify the effects of problem triggers on the errors and omissions made in shorter segments of the speech (micro level) and the data of the case study were used for the analysis of longer segments (macro level). The research has shown that at different levels of analysis the interpreting result is affected by different problem triggers: propositional density has the greatest negative effect at the micro level, while speech rate plays the biggest role at the macro level. The only problem triggers that remain statistically significant at both levels are lexical problem triggers related to the information to be rendered by way of deverbalization rather than transcoding.

The doctoral thesis explores accessibility of adult learning in the context of education policy of the European Union. On the political level, both in the European Union and Lithuania it has been increasingly recognized that in order to achieve the objectives set out in the Lisbon strategy lifelong learning is to become a reality only if the increasing demands of a multicultural society are taken into consideration. The thesis seeks to provide answers to the following research questions: How does accessibility of adult learning influence involvement in adult learning activities? What is the political context in the EU and Lithuania as regards accessibility of adult learning? To what extent factors of accessibility are influenced by cultural differences? Answers to these and other related questions highlight the basic guidelines of adult learning policies as reflected in the relevant legal documents of the EU and Lithuania. The thesis also analyzes interaction between adult learning and socio-economic environment. A thorough investigation of the literature in the field has served as a reliable means for singling out basic factors determining accessibility of adult learning. These factors are classified into subjective and objective, with further division of the latter group into socio-economic, individual, exclusion and cultural factors. Disertacijoje analizuojamas suaugusiųjų mokymo(si) prieinamumas Europos Sąjungos politikos kontekste. Europos Sąjungos ir Lietuvos politiniame lygmenyje pradedama aiškiai suvokti, kad norėdami pasiekti Lisabonoje užsibrėžtų tikslų turime mokymąsi visą gyvenimą paversti tikrove įvertindami šį procesą įtakojančių veiksnių raišką daugiakultūrėje visuomenėje. Disertacijoje ieškoma atsakymų į tokius klausimus: kaip suaugusiųjų mokymo(si) prieinamumas įtakoja jų dalyvavimą švietime; koks yra politinis Europos Sąjungos ir Lietuvos kontekstas suaugusiųjų mokymo(si) prieinamumo atžvilgiu; kaip suaugusiųjų mokymo(si) prieinamumo veiksnius įtakoja kultūriniai skirtumai. Disertacijoje, remiantis išsamia tiek Europos Sąjungos, tiek Lietuvos teisinių dokumentų analize yra išryškinamos pagrindinės suaugusiųjų švietimo politikos gairės. Disertacijoje nagrinėjama suaugusiųjų mokymo(si) ir socioekonominės aplinkos sąveika. Remiantis moksline literatūra išskiriami veiksniai, lemiantys suaugusiųjų mokymosi prieinamumą. Jie skirstomi i subjektyviuosius ir objektyviuosius, o pastarieji į politinį, socioekonominį, individualųjį, atskirties ir kultūrinį veiksnius. Atlikti empiriniai tyrimai parodo kokią svarbą vienam ar kitam veiksniui suteikia Lietuvos gyventojai bei pagrindžia kultūrinio veiksnio būtinybę. Pateikiamos išvados apibendrinančios suaugusiųjų mokymo(si) prieinamumą lemiančius veiksnius.