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Väitekirja elektrooniline versioon ei sisalda publikatsioone, Olen huvitatud keele väikseimatest tähenduslikest üksustest – häälikutest. Sõnad koosnevad häälikutest ja sõnadel on tähendus, mis võib kergesti muutuda, kui teha väikeseid muudatusi nende hääldusviisis. Ühte sellist muudatust nimetatakse palatalisatsiooniks ehk peenenduseks. Selle käigus muutub kaashäälikute häälduskoht sarnaseks lähedal asuva täishäälikuga. Näiteks on meil palataliseerimise tulemusel eesti keeles hulk pealtnäha sarnaseid sõnapaare nagu palk (palga) ja palk (palgi) või sulg (sulu) ning sulg (sule). Oma doktoritöös otsisin vastust küsimustele: kas kaashääliku palataliseerimine hõlmab ainult konkreetset kaashäälikut või on see osa suuremast kõne planeerimise protsessist ja millised on peamised häälduslikud tunnused, mis eesti keele palatalisatsiooni kirjeldavad? Uurisin ka seda, kuidas Eestis sündinud ja siin elavate vene keelt emakeelena kõnelejad tulevad eesti keele palatalisatsiooniga toime. Töö lähtub hüpoteesist, et see on neile problemaatiline ja tekitab kõneaktsenti. Keele omandamise teooriad ütlevad, et aktsent tekib, kuna me oleme oma häälduses mõjutatud oma emakeelest. Seetõttu on teist keelt õppides tihti vaja oma hääldust kohandada, et see vastaks õpitavale keelele. Analüüsin ka lühidalt hääldustreeningu potentsiaali palatalisatsiooni häälduse parendamisel. Tulemustest selgus, et palatalisatsiooni planeeritakse juba alates sõna algusest ning keel on juba alguses palju kõrgemas asendis. Selle põhjus on seotud kõne ökonoomsuse printsiibiga. Me üritame kulutada kõnelemisel vähe energiat ning väldime järske häälduslikke hüppeid, et kõne oleks sujuvam. Tööst selgus, et kõige suuremad muutused olid näha peamiselt konsonandile eelnevas täishäälikus, mitte palataliseeritud kaashäälikus endas. Andmetest oli ka näha, et kõneleja emakeelel on tema hääldusele tugev mõju ning see põhjustab aktsenti. Vene emakeelega kõnelejad, kes palataliseerisid eesti keele kaashäälikuid, ei hääldanud neid tihti nii nagu emakeelsed kõnelejad. Vene emakeelega kõnelejate grupis oli ka palju varieerumist – osad palataliseerisid seal, kus vaja, teised mitte. Saadud doktoritöö tulemusi võib kasutada, et anda suuniseid keeleõpetajatele ja keeleõppijatele., I am interested in phonemes – the smallest meaningful units of a language. Words are made up of phonemes, and words have meanings that can easily be changed by making small adjustments in pronunciation. Sometimes the changes in vowels or consonants occur when they are adjacent to other phonemes. For instance, a consonant can be palatalized near a high vowel. Palatalization is the reason Estonian has several orthographically similar word pairs like palk (palga) and palk (palgi) or sulg (sulu) and sulg (sule). My thesis concentrated on questions like: does the palatalization of a consonant only affects the consonant itself, or is it a part of a more extensive speech planning process? What are the main articulatory properties that describe Estonian palatalization? I also wanted to know how native Russian speakers produce Estonian palatalization. The thesis is based on the hypothesis that Estonian palatalization is difficult for the native Russian learners of Estonian and contributes to their speech accent. Language acquisition models state that speech accent is present because of the effect that our native language has on our pronunciation. When we learn another language, we have to constantly adjust our pronunciation to sound more natural. The results of the thesis showed that we unconsciously plan ahead of the movements of the tongue while speaking. We are constantly trying to be economical in the way we speak, and we try to be quicker and smoother in the way we articulate words and sentences. The results also showed that the changes that palatalization caused were mainly observable in the preceding vowel. The data also showed that the native language of the speaker affects the way we produce another language and contributes to speech accent. There was a lot of variation in the native Russian group. Some speakers did not use palatalization where necessary, and others did. The ones that did palatalize had a slightly different pronunciation than native speakers., https://www.ester.ee/record=b5524363

Digiteeritud Euroopa Regionaalarengu Fondi rahastusel, projekti "Eesti teadus- ja õppekirjandus" (2014-2020.12.03.21-0848) raames., https://www.ester.ee/record=b3788237*est

Digiteeritud Euroopa Regionaalarengu Fondi rahastusel, projekti "Eesti teadus- ja õppekirjandus" (2014-2020.12.03.21-0848) raames., https://www.ester.ee/record=b4006976*est

The Covid-19 pandemic suddenly changed the way people used to live, work and study. In the spring of 2020 most schools in the world were forced to close their doors and start remote education to stop the virus spreading. This study investigates Estonian EFL teachers` readiness to distance teaching during the first months of lockdown in spring 2020. Research focuses on the schools administration support, students` readiness and online environments used during Covid-19 pandemic. Also changes in the way of teaching and biggest obstacles are studied., https://www.ester.ee/record=b5462655*est

In meiner Arbeit analysiere und vergleiche ich zwei Sprachlernmethoden mit kindzentrierter Pädagogik: Deutsch mit Hans Hase und die Sprachlernmethode der Waldorfpädagogik. Im theoretischen Teil stütze ich mich bei der Beschreibung der positiven Pädagogik im Wesentlichen auf die Arbeiten von Professor Martin Seligman und Professor Olaf Axel Burow. Martin Seligman ist der Begründer sowohl der Positiven Psychologie als auch der Positiven Pädagogik in den Vereinigten Staaten. Prof. Olaf Axel Burow ist der bekannteste Forscher der positiven Pädagogik in Deutschland., https://www.ester.ee/record=b5460278*est

https://www.ester.ee/record=b5448139*est

Diese Masterarbeit beschäftigt sich mit Gamification und damit, wie gamifizierte Materialien im DaF-Unterricht für die gymnasiale Oberstufe auf dem Sprachniveau A2.2-B1.1 eingesetzt werden können. Die Themen der Unterrichtseinheiten sind „Freizeit“ und „Umwelt und Nachhaltigkeit“. Das Ziel der Arbeit ist Unterrichtseinheiten für den DaF-Unterricht zu entwickeln, damit Lehrende Unterricht mit gamifizierten Unterrichtseinheiten durchführen und ausprobieren können. Nach der Ansicht der Autorin gibt es eine Lücke in der Didaktik für den DaF-Unterricht: es gibt Sprachlernspiele, aber das Konzept von Gamification ist noch nicht so bekannt, zum Beispiel werden im Handbuch „Deutsch als Fremd- und Zweitsprache“ Sprachlernspiele thematisiert, Gamification aber nicht (Kacjan 2010: 1178-1181)., https://www.ester.ee/record=b5458899*est

While the inclusion of literature in the English as a Foreign Language (EFL) teaching has been debated quite fiercely in the past, it has become a steady fixture by now. Extensive research has been conducted into the benefits and problems of using literary texts for the purposes of EFL teaching and how these texts can be employed. However, the topic has not been studied very much in Estonia, which has prompted the writing of the thesis at hand. The goal of the thesis is to investigate to what extent, how and for what purpose teachers of EFL in Estonia teaching in the II and III stages of basic school and the upper secondary school stage use literary texts in the EFL classroom., https://www.ester.ee/record=b5461320*est

https://www.ester.ee/record=b5451040*est

The aim of this study is to research the effects of learner-generated revision videos with revision questions on vocabulary acquisition and speaking fluency in the 9th grade EFL oral communication class. Many students are reluctant to speak in foreign language lessons even when they may participate in activities focusing on other skills, so it is important to find effective techniques to reduce the learners’ speaking anxiety while advancing their vocabulary and fluency skills. Furthermore, while many studies examine the creation of audio-visual materials by adult learners, little is known about the way this technique affects teenagers. The author of the thesis, therefore, aims to find out whether learner-generated revision videos with revision questions positively affect the 9th graders’ perceived vocabulary and fluency skills, and whether they find this technique useful., https://www.ester.ee/record=b5461583*est

Denne oppgaven er inspirert av min interesse for dialekter. Jeg utviklet interesse for norske dialekter etter å ha kommunisert med nordmenn fra forskjellige deler av Norge. Det fikk meg til å se hvor forskjellig den ene dialekten kan være fra den andre, og hvor vanskelig det å forstå en morsmålstaler kan være for en som bare lærer bokmål. Dialektene er stort sett gjensidig forståelige nordmenn imellom, til tross for noen store forskjeller når det gjelder fonologi, grammatikk, syntaks osv. Dialektene kan dermed være ganske vanskelige for de som lærer norsk som fremmedspråk., https://www.ester.ee/record=b5465953*est

Listening is a receptive skill and spoken language, with background sounds, visual information, previous understandings and the specific situation altogether form listening. Because of all those factors, listening is not a passive process where the listener just registers the aural message, but an active process where numerous aspects all play an important role. (Schmitt 2010) It is this author’s firm belief that listening skill in learning English is extremely important and that the subject has not had enough recognition as it should. Thus, the purpose of this MA thesis is to delve into listening in language learning by outlining the importance of it in foreign language comprehension and examining listening sub-skills., https://www.ester.ee/record=b5461450*est

The present thesis aims to discover whether giving students opportunities to engage in creative writing increases their attitude toward writing in general. This topic is important as the Estonian curriculum does not include creative writing, which has been shown to boost students` motivation and aide language acquisition. The three main hypotheses were that giving students the opportunity to write freely would lead to an increase in attitude, that an interesting topic would motivate students and that language level influenced the students` perception of writing., https://www.ester.ee/record=b5461646*est

Languages largely consist of prefabricated expressions (prefabs), more broadly known by the term formulaic language. Accumulating more data in this field of study benefits second- and foreign language acquisition, and more specifically, EFL learners’ comprehension and language production in terms of recognising and learning these formulaic patterns. The aim of this thesis is to analyse the usage of prefabs in written academic English between Estonian EFL learners and native English speakers. To achieve this, a corpus-based study was conducted, which utilised the corpus of Estonian Academic Learner English (EALE) and the corpus of British Academic Written English (BAWE)., https://www.ester.ee/record=b5460884*est

Das zentrale Thema der vorliegenden Magisterarbeit ist das Lernen der deutschen Sprache als Fremdsprache im estnischen Deutschunterricht durch das Miteinbeziehen von Werken aus der bildenden Kunst. Im Rahmen dieser Arbeit wurde Kunst als ein Mittel untersucht, dank dessen es möglich ist, den Lernenden aus einer kreativen Perspektive Sprachkenntnisse zu vermitteln. Dazu wurde das Phänomen des fächerübergreifenden Deutsch als Fremdsprache-Unterrichts (weiter: FüDaF genannt) recherchiert, welches solch eine Vorgehensweise begründet und unterstützt., https://www.ester.ee/record=b5458875*est

El presente trabajo es una recopilación de información que nos ayudará a dar sentido al problema central planteado. ¿Se deberían usar cuentos infantiles para que los niños aprendan español? El aprendizaje es una rama que ha sido estudiada ampliamente dentro de la psicología moderna, por lo que nos apoyaremos en ella para conseguir sacar una conclusión acertada, que ayude al lector a tener un mejor panorama de cara a escenarios prácticos. Cuando se trata de aprender un idioma nuevo se consiguen múltiples debates relacionados a la selección de un método adecuado. También nos podemos plantear cuál es la edad idónea para empezar a aprender una segunda lengua. Todos estos aspectos serán revisados a lo largo de la investigación., https://www.ester.ee/record=b5452060*est

https://www.ester.ee/record=b5448078*est

The present thesis concentrates on the study of speaking tasks in face-to-face and synchronous online classrooms which was done among seventh graders in a basic school in Tartu. The aim the thesis is to find techniques that encourage students to speak in the target language in English as a foreign language (EFL) lessons, see how speaking in pairs and groups affects practicing speaking skill, and to find solutions to issues which might occur while conducting speaking tasks either in face-to-face or online classrooms., https://www.ester.ee/record=b5461594*est

https://www.ester.ee/record=b5448171*est

https://www.ester.ee/record=b5410444*est

The purpose of the current study is to analyze the English coursebook I Love English 4 and recommend exercises, which are more oriented towards teaching the English article system to the students of Grade 6., https://www.ester.ee/record=b5461439*est

Dans ce contexte, l’objectif de ce mémoire est de montrer comment l’analyse du registre familier en classe peut profiter aux jeunes apprenants de la langue française au lycée en Estonie et de créer du matériel pédagogique pour faciliter l’enseignement de la langue informelle en classe. Suzie Beaulieu, une professeure agrégée du Département de langues, linguistique et traduction à l’Université Laval constate que même si le français standard joue un rôle important dans le développement de nos compétences écrites, le français familier est crucial pour la communication verbale spontanée., https://www.ester.ee/record=b5457359*est

Creativity is one of the 21st century skills that students should acquire to succeed after graduation. Fanfiction has the potential to combine developing creativity, critical thinking, language skills and extensive reading. The aim of the study is to compare the vocabulary, text difficulty and narrative complexity of two fanfiction tasks written by secondary school students to identify whether this task indeed helps develop both language skills and creativity., https://www.ester.ee/record=b5461465*est

https://www.ester.ee/record=b5450647*est

https://www.ester.ee/record=b5377791*est

https://www.ester.ee/record=b5372760*est

https://www.ester.ee/record=b5377857*est

https://www.ester.ee/record=b5372783*est

https://www.ester.ee/record=b5382289*est

https://www.ester.ee/record=b5376780*est

https://www.ester.ee/record=b5382384*est

https://www.ester.ee/record=b5377844*est

https://www.ester.ee/record=b5377528*est

Phrasal verbs are an integrate part of English grammar and often difficult for foreign learners of English (EFL) to grasp. In addition to understanding the meaning of phrasal verbs, it is important for learners to know how and when it is most appropriate to use them. The aim of this thesis is to analyze, by replicating the study by Gilquin (2015), the use of phrasal verbs by Estonian-speaking EFL learners in spoken and written language. More specifically, this paper investigates how often Estonian-speaking EFL learners use phrasal verbs in spoken and written language, which phrasal verbs are used most frequently, and how their use compares to the use of phrasal verbs by native speakers of English. To achieve this, a corpus-based analysis was carried out. The corpus used for written language analysis was the Tartu Corpus of Estonian Learner English (TCELE) and for spoken language analysis, the Estonian subcorpus of the Louvain International Database of Spoken English Interlanguage (LINDSEI-EST) was used., https://www.ester.ee/record=b5376042*est

https://www.ester.ee/record=b5377904*est

Le but de ce mémoire était de mieux comprendre la perception de la L3 lors du premier contact avec elle. Nous avons observé quelques effets d’influence interlinguistique, donc d’une langue source sur la perception et l’acquisition d’une langue cible (Odlin 1989), qui estbaséesurlasimilaritéoulaproximitédeslangues, dont nous séparons trois classes : la proximité génétique, la ressemblance typologique, la perception psychotypologique (Bardel et Falk 2010) qui à son tour dépend de diverses variables, comme de la connaissance métalinguistique de l’apprenant (Paradis 2009)., https://www.ester.ee/record=b5238220*est

https://www.ester.ee/record=b5243242*est

En las páginas anteriores hemos intentado presentar, de forma resumida, cuáles fueron los puntos principales en los estudios de adquisición de lenguas extranjeras. Nos hemos centrado en el análisis de la adquisición de artículos en español por hablantes nativos de estonio y ruso en el ámbito universitario. El objetivo principal de este trabajo fue ver cómo los idiomas que los estudiantes conocen pueden influir en la adquisición de los artículos en español., https://www.ester.ee/record=b5241149*est

Проблема, рассматриваемая в этой работе, заключается в том, что лексика ограниченного употребления практически не затрагивается при преподавании русского языка как иностранного. Сленговые выражения, просторечие, разговорные слова активно используются носителями русского языка, встречаются как в повседневной разговорной речи, так и, например, в текстах современных песен и т. д. При этом на уровне В1 и В2, согласно стандартам ТРКИ, от студента требуется умение ориентироваться и реализовывать коммуникативные намерения в различных бытовых ситуациях, умение вступать в коммуникацию и поддерживать беседу, учитывая обстановку. По моему мнению, невозможно полностью оценить ситуацию и выбрать подходящие для нее выражения, не владея разными стилями речи. Я хочу изучить подробнее проблему включения лексики ограниченного употребления в курс РКИ и рассказать, почему стоит включать лексику ограниченного употребления, какая это может быть лексика, а также выяснить, на каком этапе это лучше всего сделать., https://www.ester.ee/record=b5240416*est

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http://www.ester.ee/record=b4817523*est

„Deutsch ist so schwer“, „wie kann man überhaupt Deutsch lernen.“ Diese Sätze werden oft von den Schülern ausgesprochen. Die Schüler sind entmutigt und gelangweilt, weil die deutsche Sprache ihnen schwerfällt und manchmal geben sie den Schuld den Lehrkräften. Deshalb wird untersucht, ob die Schüler wirklich so unmotiviert sind und welche Rolle ihrer Meinung nach der Lehrer spielt. Das Ziel der vorliegenden Arbeit ist herauszufinden, wie die Motivation überhaupt mit dem Lernen verbunden ist, warum die Schüler im Landkreis Viljandi sich Deutsch als die zweite Fremdsprache gewählt haben, ob sie wirklich finden, dass Deutsch nicht nützlich zu lernen ist, was beim Deutschlernen schwerfällt und welche Rolle der Lehrer bei der Motivation der Schüler spielt., http://www.ester.ee/record=b4688448*est

http://www.ester.ee/record=b4649974*est

http://www.ester.ee/record=b4582610*est