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Doktoritöö fookuses on lugemisprotsess ja lugeja loominguline panus teose aja tõlgendamisel. Lähenen lugemisprotsessile kui kihilisele kogemusele, milles loetavat kogetakse nii füüsilise teksti kujul kui ka kujuteldavate sündmuste ja tegelaste kaudu. Kuna füüsilisel kujul on loo sisu tekstina kirjas, võib öelda, et teose sündmused on nii ruumiliselt kui ka füüsiliselt kohal juba enne lugemisprotsessi algust. Sündmused püsivad paigal, kuni lugeja teose avab ning loob staatilisest tekstist dünaamilise ja elava loomaailma. Teose ajalist struktuuri saab mõista teksti- ja looaja kaudu. Looaeg viitab sündmuste jadale loomaailma sees, ajale, mida kogevad teose tegelased. Tekst kui füüsiline objekt aga looaega ei esita. Tekst esitab fikseeritud narratiivi, kus sündmuste ajaline jada püsib muutumatuna. Samas looaeg, mille järgi kujuteldavas maailmas sündmused kulgevad, on palju paindlikum kategooria. Looaeg kulgeb dünaamiliselt, kujunedes lugeja ja teksti koosmõjul ning lähtudes kujunemisprotsessis lugeja tekstitõlgendusest. Doktoritöö teoreetiline raamistik põhineb fenomenoloogial, retseptsiooniteooriatel, ajafilosoofial ja narratiiviuuringutel. Erinevate lähenemisviiside kombineerimisel moodustub analüütiline tööriist, mis võimaldab uurida teose looaega, lähtudes lugeja tekstiaja tõlgendusest. Arutlemaks individuaalsete lugejate loodud looaja vormide üle, uurin tekstielemente, millel on looaja kujunemisele kõige suurem mõju. Olen analüüsiks valinud postmodernistlikud romaanid, mille tekstiajad on mõneti mitmetähenduslikud. Lähilugemise kaudu uurin valitud romaanide ajalisust ning seda, kuidas tekstid mõjutavad lugejaid lineaarse looaja loomisel, millised tekstielemendid soodustavad ning millised segavad ja takistavad looaja kujunemise protsessi. Doktoritöö põhieesmärk on mõista, kuidas lugeja ja teksti vahelise kommunikatsiooni kaudu moodustub loomaailm – tegelaste ja sündmuste tervikpilt, mille paneb kokku lugeja lugemisprotsessi vältel., The process of reading operates on multiple experiential levels: the experience of physical text, of words that can be read, as well as of fictional events within immersive storyworlds. The events of the novel are spatially and physically present before the beginning of our reading process. Each word and character is in its place before the reader begins her journey through the storyworld as the structure of the narrative is inscribed within the physical book. Before the reading process, the temporality of the novel is static, events stay still until the reader actualizes the narrative. When the reader enters the world of the novel, she will produce a temporalized story from the static text. Rooted in the traditions of phenomenology, reader-response theories, analytical philosophy, and narratology, the project focuses on studying narrative time through the perspective of the reader. The dissertation is devoted to identifying the ways in which readers collaborate with the text to produce story time. Story time refers to the sequence of events within the storyworld, the time period that is represented by narrative content, as if experienced by the characters. Since the organization of narrative of most novels does not consist of a real-time unfolding of events, the structure of story time is often distinct from the structure of narrative discourse. While I consider narrative discourse to be a fixed aspect of text, story time is a more fluid category. Guided by the form and content of the narrative, story time is ultimately shaped by the reader’s interpretation of narrative discourse. The fictional worlds that unravel in the reading process require an active reader who is ready to engage with the narrative in order to assemble stories. Through a close reading of postmodern novels, I study the temporalizing act of producing story time that the reader performs while reading literature. In order to discuss the different shapes story time may take in individual readers’ interpretations, I examine which textual elements have the greatest effect on the production of story time. Thus, the main objective of this dissertation is to understand how the intimate communication between reader and text produces stories – collections of characters and events that are shaped into a specific timeline of activities and processes that gradually unfold during the reading process., https://www.ester.ee/record=b5552639

https://www.ester.ee/record=b5506851*est

Väitekirja elektrooniline versioon ei sisalda publikatsioone, Tekstimõistmine on oluline oskus, mis aitab ühiskonnas toime tulla. See on protsess, mis hõlmab sõnade dekodeerimist ja teabe analüüsi. Tekstimõistmist mõjutab mitu tegurit, kõige tähtsamateks neist peetakse õpilastest tõukuvaid tegureid (nt sõnavara areng, lugemishuvi, vanuselised ja soolised erinevused) ning õpetajate õpetamisstrateegiaid. Doktoritöös uuriti kahte strateegiate rühma: 1) üldisi õpetamisstrateegiaid ja nende rakendamist eesti keele tunnis; 2) keeleõppe strateegiaid, mille kaudu arendavad õpetajad eesti keele tunnis õpilaste tekstimõistmist, sõnavara ja lugemishuvi. Üldisi õpetamisstrateegiaid rakendatakse sagedamini Eesti põhikooli esimeses kooliastmes, kus õppimine on rohkem lõimitud ja vähem ainepõhine. Õpilaste vanuse lisandudes ja oskuste arenedes on vaja rohkem spetsiifilisi õpetamisstrateegiaid (nt keeleõppe strateegiad eesti keele tunnis), sest õpetamine muutub ainekesksemaks. Seetõttu keskendutakse doktoritöös ka nendele keeleõppe strateegiatele, mis on põhikooli teises kooliastmes enam levinud. Doktoritöös selgitati välja õpilaste ealised ja soolised erinevused tekstimõistmisel ning õpetamisstrateegiate mõju põhikooli esimese kooliastme õpilaste tekstimõistmisele, sõnavarale ja lugemishuvile. Uuringust ilmnes, et tüdrukud edestasid poisse pikaajaliselt nii sõnavara tundmises kui ka tekstimõistmises. Veel näitasid tulemused, et õpilased, kellel oli hea tekstimõistmine nooremates klassides, saavutasid paremaid tulemusi ka vanemates klassides. Lisaks selgus, et õpetajad kasutasid eesti keele tundides peamiselt kolme eri strateegiat: aktiivset õpetamist, tekstimõistmise toetamist ja grammatikareeglite õpetamist. Esimese kooliastme õpetajad eelistasid kõige enam aktiivset õpetamist. Seevastu teise kooliastme õpetajad rakendasid kõige rohkem grammatikareeglite õpetamise strateegiat. Doktoritöös selgus, et õpetamisstrateegiad mõjutavad õpilaste tekstimõistmist, sõnavara tundmist ja lugemishuvi otseselt ja kaudselt. Õpetamisstrateegiate efektiivne kasutamine toetab õpilaste lugemist ja lugemishuvi. Seejuures osutus lugemishuvi arendamise strateegia nii tekstimõistmise, sõnavara tundmise kui ka lugemishuvi toetamisel kõige tõhusamaks. Teatud õpetamisstrateegiate kasutamine võib mõjutada õpilaste lugemishuvi, mis omakorda võib pärssida tekstimõistmise arengut. Seetõttu peaksid õpetajad tekstimõistmise õpetamisel ja grammatikareeglite rakendamisel võtma arvesse õpilaste vanuselisi eripärasid ja võimeid. Doktoritöö tulemused näitasid, et lugemishuvi mängib õpilaste tekstimõistmisel tähtsat rolli. Lugemishuvi arendamise strateegia toetas kõiki uuritud lugemistulemusi: õpilaste tekstimõistmist, sõnavara arendamist ja lugemishuvi. Kui eesmärk on edendada õpilaste tekstimõistmist, tuleb teadvustada, kui oluline on lugemishuvi roll protsessis., Text comprehension is considered a basic life skill that will provide a cornerstone for students’ in life overall. It is a process that involves decoding words and analysing information. Text comprehension is affected by several factors, the most important of these being student-related factors (such as vocabulary development, age, gender, and reading interest) and teachers’ teaching strategies. In the thesis, the general teaching strategies and the language teaching strategies were studied. General teaching strategies are more often used in the Estonian first stage of primary school (from first to third grade: ages 7 to 10 years), where learning is more integrated and less subject-based. As the students become older, there is a need for more specific teaching strategies (such as language teaching strategies in native-language lessons), because teaching becomes more subject oriented. Therefore, subject-based teaching strategies are introduced, which are more prevalent in the second stage of primary school (from fourth to sixth grade: ages 11 to 13 years). The aim was to determine age and gender differences in text comprehension and the effects of teaching strategies on primary school students’ text comprehension, vocabulary, and reading interest. The results revealed that in terms of vocabulary and text comprehension, gender was shown to play a significant role in students’ performance where girls continue to outperform boys. Also, students with good results in the lower grades of primary school also performed well in the upper grades. According to the results, Estonian primary school teachers used three specific types teaching strategies in their lessons: supporting active learning, teaching text comprehension, and teaching grammar. Supporting active learning was most popular among first-to-third grade teachers. Meanwhile, fourth-to-sixth grade teachers favoured teaching grammar to their students. In the thesis it was revealed that teaching strategies affect students’ text comprehension, vocabulary and rading interest directly and indirectly. Properly chosen general and language teaching strategies help to support students’ text comprehension, and interest in reading. The frequent use of reading interest strategy supported students’ vocabulary, text comprehension, and reading interest. Teachers should be cautious when implementing text comprehension and grammar strategies. The use of these teaching strategies can affect students’ interest in reading, which in turn can inhibit the development of comprehension. Therefore, teachers should be aware of their students’ strengths and weaknesses in language learning in order to give better support to their text comprehension, vocabulary, and reading interest. The findings of the thesis demonstrate that interest in reading plays an important role in students’ text comprehension. The strategy for developing reading interest supported all the studied reading outcomes: students’ text comprehension, vocabulary development, and reading interest. If the aim is to promote students’ text comprehension, then the importance of reading interest in the process should be recognised., https://www.ester.ee/record=b5414566

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

https://www.ester.ee/record=b5451215

https://www.ester.ee/record=b5366756*est

https://www.ester.ee/record=b5367381*est

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

https://www.ester.ee/record=b5193942*est

https://www.ester.ee/record=b5242904*est

https://www.ester.ee/record=b5248799*est

Väitekirjas vaadeldakse nõukogude eesti naisautorite teoseid, mida võib näha kui naisarenguromaane – romaane sellest, kuidas noorepoolne naistegelane elus oma kohta otsib, püüab jõuda selgusele oma tahtmistes ning lepitada neid sotsiaalsete ootustega. Nõukogude perioodi puhul on huvitav ennekõike see, kuidas kujutatakse naistegelase isiklikku ja ühiskondlikku arengut tingimustes, kus totalitaarne riigikord propageerib ülalt alla „naisemantsipatsiooni“ ideed, kuid praktika on märksa mitmekihilisem. Selle uurimiseks visandatakse väitekirjas kaks viisi neid romaane lugeda: esiteks tavapärase nõukogude eesti kirjandusloo osana, mispuhul on eelduseks, et (hea) kirjandus tõstab mässu valitseva korra ja nõukogude kirjandusideoloogia vastu; teiseks feministlike lugudena naiste ühiskondlikust eneseteostusest. Võiks arvata, et need kaks lugemisviisi on 180-kraadises vastuolus – naise „ühiskondlikuks saamine“ on igav ja võimutruu süžee, mida pole võimalik võtta tõsiseltvõetava arenguloona. Materjalist selgub aga, et nii lihtne on asi harva. Kommunismi rajale pöörduv kangelanna võib meenutada pahelist filmidiivat; tööelus pettuv ja tuumikperekonda ihaldav noor naine võib mõjuda väga nõukogulikuna. Lähema analüüsi all on peamiselt 1960. aastatest pärit sõjaromaanid Luise Vaherilt, Lilli Prometilt ja Aimée Beekmanilt ning peamiselt 1970. aastatest pärit nn abieluromaanid Veera Saarelt, Aimée Beekmanilt, Aino Pervikult ja teistelt. Üldise tendentsina joonistub välja, et naisautorite sõjaromaanides esindavad n-ö naiselikud argitoimetused isiklikku ja tsiviilelu, mis mängitakse välja vastandina avalikule, maskuliinsele, heroilisele sõjanarratiivile. Seevastu abieluromaanides kipub isegi intiimsfääri kujutamine ümber tõlgenduma avalik-ühiskondlikuks, lausa sotsioloogiliseks kommentaariks. Eelloona tutvustatakse kaht Aira Kaalu 1950. aastatel ilmunud pikemat proosateost, järelloona kaht Mari Saadi 1980.–1990. aastate romaani., The dissertation examines works by Soviet Estonian women writers that can be seen as female Bildungsromane – novels that focus on the young female protagonist's quest for a meaningful idea of herself and her role in society, seeking to reconcile her own wants and desires with societal expectations. The main interest lies in the depiction of personal growth of literary women characters under a totalitarian regime whose ideology places great emphasis on women's emancipation, whereas practice is notably more complex. Two modes for reading this kind of material are sketched: firstly, as part of the established narrative of Soviet Estonian literary history, presuming that (good) literature rebels against the regime and its literary ideology; secondly, as feminist narratives of women characters' self-realization in society. One might think those two modes always collide; a story about a woman's involvement in the public sphere seems to be a conformist Soviet plot that under the circumstances cannot account for a serious novel of development. However, the material proves otherwise. A communist heroine may bear surprising resemblance to a dangerous diva; a young woman giving up on her career and yearning for a nuclear family may appear very Soviet-minded. The dissertation focusses on two thematic clusters of works: war novels dating mostly from the 1960s by Luise Vaher, Lilli Promet and Aimée Beekman, and “marriage novels” dating mostly from the 1970s by Veera Saar, Aimée Beekman, Aino Pervik and others. As a general tendency, in war novels by Soviet Estonian women authors, “feminine” everyday matters exemplify the private sphere and are cleverly played out against the public, masculine, heroic war narrative. In the marriage novels, on the other hand, depictions of the intimate tend to translate into a social, even sociological commentary. Two longer prose works from the 1950s by Aira Kaal are briefly considered as a prologue to the story of the Soviet Estonian female Bildungsroman; two novels from the 1980s–1990s by Mari Saat as an epilogue.

https://www.ester.ee/record=b5145050*est

Many researchers, for example, Day and Bamford (1998), Prowse (2002), Maley (2008) and Grabe (2009) have brought out a number of key characteristics of extensive reading in language learning. Simply put, extensive reading is reading a lot of books that are easy to understand without a dictionary, so that the activity is enjoyable and fun. It is different from intensive reading which is reading a short and troublesome text slowly and deliberately. (Donaghy, 2016) The main purpose of the thesis is to answer the questions whether the amount of reading done has diminished recently and if it has, then how to motivate students to read more literature or any other interesting text during their free time. It also tries to find out the attitudes of students towards home-reading and, based on the results of the research carried out, to suggest procedures that could be used in home-reading lessons. In order to study students’ home reading activities and to enquire into their interest in reading books in general, the author of the present thesis carried out a questionnaire, in three schools in Tartu and one near the city (schools designated with the letters A, B, C and D). Schools A and B are schools with selective student in-take, which are compared to one regular school in Tartu (C) and one outside of the city (D). Making use of other research papers done in the same field and comparing the findings with the author’s own research, the author of the present thesis will suggest activities for an extensive reading programme. The thesis will consist of an introduction, three chapters (chapter I will contain the review of pertinent literature, chapter II will talk about study methodology, its data, analysis and the results, chapter III will contain the materials of home reading lessons that could be added to the extensive reading program) and a conclusion. The conclusion summarizes the results of the paper., https://www.ester.ee/record=b5156574*est

Reading comprehension is a skill equally important in one´ s native language as well as any foreign language acquired. Reading is considered a major source of input and therefore, examining and promoting all the subskills that influence reading should be a target for every language instructor. The present paper focuses on metacognition in relation to reading strategies when reading in English as a foreign language. The main aim of the conducted study was to examine the metacognitive awareness and use of reading strategies by a group of high-school students attending Parksepa Secondary School in Võru county. The first part of the paper provides an overview of metacognition and metacognitive readings strategies: the definition of the terms, historical background, classifications of metacognitive strategies and their importance to reading. Also, a short overview of research into the field is given, by describing briefly the studies similar to the current study in their essence. The second part of the paper begins with stating the research questions, after which the descriptions of the conducted case study, the research instuments used, the sample and the method of research are given. Following, the paper presents the results of the study with the concurrent analysis of the main findings. In this section, also the major similarities and differences between the results of other similar studies and the current study are pointed out. The final section of the paper provides a discussion of the results and the implications made for future research. Also, the limitations of the present case study are pointed out, making suggestions for similar, but more thorough studies., https://www.ester.ee/record=b5156593*est

Extensive reading, or reading large quantities of interesting and easily understandable text, has been promoted for many decades by now (Day and Bamford 1998, Grabe 2009). Empirical findings consistently show positive benefit in various aspects of language (Nakanishi 2015, Jeon and Day 2016). Still, adopting this method in foreign language courses has not been as prevalent as many proponents would hope. The purpose of this thesis is to explore the evidence that supports extensive reading programmes and the specific qualities of these, and to use this knowledge in designing a better, more evidence-based reading programme, which would be compatible with the Estonian national curriculum for upper secondary schools and suit the students in advanced English groups at Põltsamaa Co-Educational Gymnasium. The introduction of this thesis gives an overview of the purposes and structure of the paper; in addition, it gives the definition of extensive reading as it is used in this thesis and its main characteristics, and a short overview of how the method emerged. It also describes the possible meeting points of extensive reading principles and the expectations for teaching English in Estonia. The first chapter provides a literature review on extensive reading, which focuses on the most widely studied benefits, possible limitations and practical characteristics, such as where and how much to read. The second chapter establishes reading goals in terms of the number of words to be read, and describes the methodology, results, limitations and implications of a study into existing reading materials at Põltsamaa Co-Educational Gymnasium. It also includes a set of tasks designed to supplement the extensive reading that the students would do. The conclusion summarises the findings., http://www.ester.ee/record=b4678168*est

http://www.ester.ee/record=b4651918*est

Väitekirja elektrooniline versioon ei sisalda publikatsioone., Lugemisoskust peetakse hariduse alustalaks ja sellega seotud tegureid on mitmeid. Käesolev tööga uuriti õpistrateegiate rolli õpilaste lugemistulemuste erinevuste selgitamisel, millised tegurid võivad olla erinevuste allikaks ja mil määral sõltuvad individuaalsed õpilase lugemistulemused koolidevahelistest erinevustest. Töös kasutati PISA 2009 uuringu andmeid, sh. väga oluliste metakognitiivsete õpistrateegiate kohta. Metakognitsioon on kõrgema taseme mõtlemisvõime, teadlikkus sellest, kuidas õppimine toimub jms. Analüüsi lisati õpilase ja kooli taustaandmed (sotsiaalmajanduslik-kultuuriline taust, õpilase sugu ja kooli keel) ning õpikeskkonna näitajad (õpilase-õpetaja suhted ja distsipliin). Uuriti Eesti, Läti, Leedu, Soome, Rootsi ja Norra andmeid. Kooli õppekeel kaasati uuringusse, kuna nii Eestis kui Soomes on muret tekitanud erineva õppekeelega koolide õpilaste erinevad tulemused. Kasutati mitmetasandilist modelleerimist, mis arvestab üksikisiku gruppi kuulumist, võimaldab selgitada süstemaatilisi erinevusi põhjustanud muutujaid ning ennustada, kuivõrd muutuja suurendaks või vähendaks uuritavat õpitulemust. Kõikide muutujatega mitmetasandiline mudel selgitas kokku 56-67% koolidevahelisest variatiivsusest ning umbes 30% õpilastevahelisest variatiivsusest. Seejuures katab metakognitiivsete õpistrateegiate poolt selgitatav sellest suurima osa, mis näitab, et nende kõrgema taseme õpistrateegiate rolli õpilase lugemisoskuse edendamisel võib pidada väga oluliseks. Kõigis riikides tulenevad õpilastevahelised erinevused mingil määral koolidevahelistest erinevustest: Soomes oli grupi efekt väikseim 9%, Norras 10%, Rootsis 16%, Eestis 21%, Lätis 23% ja Leedus 32%. Kõigis neis riikides kehtib 15-aastastele kohustuslik kooliharidus ning kõigile võrdset haridust lubav hariduspoliitika, kuid koolidevaheliste erinevuste ulatus seab selle võrdsuse väite kahtluse alla. Balti riikides eelistasid õpilased Põhjamaade õpilastega võrreldes sagedamini traditsioonilisi õpistrateegiaid (nt. mälutehnikaid) ning Eestis oli venekeelsete koolide õpilaste puhul see eelistus suurem kui eestikeelsete koolide õpilaste vastustes, kuid mälutehnikatele rõhudes õpilase lugemistulemus pigem langeb. Erineva õppekeelega koolide poiste ja tüdrukute lugemistulemuste selgitamisel oli metakognitiivsel üldistamise strateegial kõige suurem osa. Kui taustategurite efekt oli kontrollitud, selgitasid õpistrateegiad siiski veel 22−27% õpilastevahelisest variatiivsusest. Soomes ilmnes tüdrukute lugemistulemus enam õpistrateegiatest sõltuvat, samas aga Eestis hoopis vastupidi - õpistrateegiad selgitasid poiste lugemistulemuste variatiivsust rohkem kui tüdrukute puhul., Reading literacy is considered the foundation of education, and there are many related factors contributing to it. The aim of the thesis was to study the role of learning strategies in explaining differences in reading literacy performance, discovering the sources of variation, and revealing the extent of school accountability for individual differences in reading literacy performance. The PISA 2009 data were chosen for the current analyses due to a unique combination of reading proficiency tests and student responses on learning strategies, including the metacognition- the higher level thinking ability, which has been found to have a powerful effect on learning results. The background factors (socio-economic and cultural status, gender, school language) and classroom environment factors (teacher-student relations and disciplinary climate) were included. The school language was added due the worrying situation of schools with different instructional language showing different results both in Estonia and Finland. Latvia, Lithuania and Estonia as Baltic countries, and Sweden, Norway and Finland as Nordic countries were in the study. The multilevel modeling was used to discover the factors explaining systematic differences, and to take the group effect (individual results depending on the group the person belongs to) into account. It became evident that metacognitive learning strategies are strong predictors of reading literacy achievement, and one of the strongest sources of systematic variation, even after the group effect was taken into account and the effect of other influential variables was controlled for. All the learning strategy variables together explained 56-67% of differences between schools, and about 30% of differences between students. In all studied countries the differences between students are partly dependent on the differences between schools: in Finland the smallest 9%, Norway 10%, Sweden16%, Estonia 21%, Latvia 23% and Lithuania 32%. The between-school differences are seen as serious issue discrediting the equality of education. The students of Baltic countries reported greater use of traditional learning method such as memorization, but according to the regression analysis, applying memorization would less likely end up with success in reading. Metacognition also plays important role in explaining the differences among boys and girls in schools with different instructional language. When contextual factors were controlled for, the student awareness of learning strategies still explained about 22– 27% of between-student variation. In Finland the girls’ reading results appeared to be dependent on learning strategies, while in Estonia the opposite– student awareness of learning strategies explained more of boys’ variation of reading test results.

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http://www.ester.ee/record=b4581584*est

http://www.ester.ee/record=b4582591*est

Antud uurimus tegeleb Fookus Vormil (Focus on Form, FonF) lähenemisega sõnavara õppimisel. Eesmärk oli teada saada, millised Fookus Vormil harjutused aitavad õpilastel kõige paremini meelde jätta sõnu lugemistekstidest. Fookus Vormile sõnavara õppimises tähendab seda, et õpilaste tähelepanu tõmmatakse uutele sõnadele ülesande käigus, mis tegeleb teksti sisu ja üldisema tähendusega. Töös antakse alguses ülevaade peamistest lähenemistest sõnavara õppimises üldiselt. Seejärel liigutakse edasi Vormile Fokusseeritud Juhendamisele (Form-Focused Instruction, FFI) nii sõnavara kui ka teiste keele aspektide puhul. Edasi käsitletakse kitsamalt Fookus Vormile lähenemisel mõju erinevate keele aspektide (sealjuures sõnavara) omandamisele. Selleks et leida vastust uurimisküsimusele valmistati ette neli lugemisteksti. Iga tekstiga käis kaasas üks ülesanne, mille eesmärk oli kontrollida tekstist arusaamist ja neli erinevat Fookus Vormile sõnavara ülesannet. Neli Fookus vormile ülesandetüüpi olid: 1. õpilased pidid sõnastiku abiga leidma kümnele sõnale eestikeelsed seletused või tõlked 2. õpilased pidid sõnastiku abiga leidma kümnele sõnale inglise keelsed definitsioonid 3. õpilased pidid sõnastiku abiga kümme sõna kokku viima antud sõnade eestikeelsete seletustega ja 4. õpilased pidid sõnastiku abiga viima kokku kümme sõna nende inglise keelsete definitsioonidega. Seejärel kontrolliti õpetaja abiga vastused (õpetaja selgitas veel juurde iga sõna juures, tõi näiteid jne) ning õpetaja kogus materjalid kokku. Kohe pärast protsessi läbi tegemist jagas õpetaja kätte kontroll-lehed, millel õpilased pidid uuesti antud sõnad nende seletuste või definitsioonidega kokku viima. Kasutada ei olnud ei sõnastikke ega tekste. Seejärel selgitati välja, kui palju sõnu keskmiselt iga erineva ülesandetüübiga õpilastel meelde jäi. Tulemused näitasid, et keskmiselt jäi kõige rohkem sõnu meelde siis, kui õpilaste tähelepanu tõmmati antud sõnadele kolmanda ülesandetüübiga – õpilased pidid viima kokku sõnad nende eestikeelsete seletustega. Paremuselt teised olid tulemused neljanda ülesandetüübi puhul – õpilased pidid kokku viima sõnad nende inglise keelsete definitsioonidega. Ülejäänud kahe ülesandetüübi puhul jäi õpilastele sõnu meelde vähem. Antud tulemusi võib seletada mitmel erineval moel. Esiteks meeldib õpilastele (eriti neile, kes keelt väga hästi ei oska) sõnu tõlkida, sest nad saavad siis rohkem aru. Teiseks võis õpilastes tekkida teatud äratundmisrõõm, kui nad leidsid sõnastikust sõna ja tundsid ära, et üks vastusevariantidest on sõnaraamatu tõlkele väga sarnane. Samas tuleb välja tuua ka seda, et sõnaraamatute enda mõju antud uurimuses oluliselt ei arvestatud ning ka seda, et õpilastel, kes inglise keelt üldiselt väga hästi oskavad, olid sama head tulemused kõigi nelja meetodi puhul. Antud tulemused loovad baasi Fookus Vormile lähenemise edasi uurimiseks, kaasates järgmisel korral veel suurema grupi õpilasi ning kontrollides paari nädala möödudes, kui palju sõnu õpilastel siis meeles on.

http://tartu.ester.ee/record=b2694103~S1*est

http://tartu.ester.ee/record=b2654296~S1

http://tartu.ester.ee/record=b2636770~S1*est

http://tartu.ester.ee/record=b2654180~S1*est

https://www.ester.ee/record=b4062737*est

http://tartu.ester.ee/record=b2557426~S1*est

This study thesis “Children magazine “Hea Laps” and its readers” examines the content of “Hea Laps” in 2009. The main purpose of this work was to find out the magazines content and also its readers opinions. The first part of the thesis describes empirical and theoretical starting points: development of “Hea Laps” since 1994 until today, brief overview about currently appearing Estonian children magazines, description of children development steps, describes children and reading in general and a short overview about previous magazine studies. The second part of the thesis explains and justifies methods and selection of the thesis. The used methods were content analysis, test poll and interview. The third part presents the resultant and the fourth part consists of discussion and conclusions. This work showed that short genres dominate the magazine “Hea Laps”. In addition the thesis showed that many articles were written by children themselves – even younger children and also teenagers. In the magazine “Hea Laps” most of the articles were entertaining and most of the articles were intended equally for both boys and girls, and children of all ages. It also showed that the content of “Hea Laps” is interesting and readers like it. Also the reading habits of boys and girls were compared in this thesis. The major difference was that boys like more stories with adventures and excitement. Girls, however, prefer a princess and love stories. The second comparison was between small and regular school pupils reading habits, which showed that big school pupils read through most of the magazine then small school students only read about half of the articles. If until now it has been suggested that children read relatively little, then this thesis showed that reality is not so bad. Quite a number of fifth graders read the magazine “Hea Laps” and they truly like it. Also the conducted interviews showed that children really like to read despite the fact that mostly kids spend their time in the internet, they still find the time to read. Furthermore the thesis showed, that basic needs what the readers of "Hea Laps" are trying to fulfill are the need to acquire information and knowledge, the need for social cohesion, the need for entertainment, the need to express their creativity and the need to obtain advice for everyday life. The thesis showed, that "Hea Laps" has relatively well-fulfilled those expectations., http://tartu.ester.ee/record=b2510457~S1*est

http://www.ester.ee/record=b2250162*est

http://www.ester.ee/record=b1386816*est

http://www.ester.ee/record=b3676375*est

https://www.ester.ee/record=b3647843*est

https://www.ester.ee/record=b3647845*est

https://www.ester.ee/record=b3580466*est

http://tartu.ester.ee/record=b1333979~S1*est

http://tartu.ester.ee/record=b2629441~S1*est