Use this url to cite researcher: https://hdl.handle.net/20.500.12259/154570
Now showing 1 - 6 of 6
  • ETD
    Challenges of studying in multilingual and multicultural university: visiting students’ perspective
    [Iššūkiai studijuojant daugiakalbiame ir daugiakultūriame universitete: atvykusiųjų studentų požiūris]
    master thesis
    2020-06-09
    Increasing internationalisation of higher education raises challenges for the incoming as well as for the local students and staff, as the study space becomes multilingual and multicultural. The aim of this paper was to identify the challenges that visiting students faced studying in a foreign environment of a host country. The research employed quantitative (a questionnaire survey) and qualitative (a semi-structured interview) research methods. The questions were related to the study processes in multilingual and multicultural classrooms, where studies, extracurricular and other activities proceed using English as the medium of instruction and communication, which is the native language for neither the incoming students nor local students or staff. The research instrument was based on the catalogue of challenges of internationalisation, developed by the international IntlUni project, including pedagogical, linguistic and cultural challenges. Psychological challenges, identified in the literature analysis, were added to the questionnaire as well, as researchers mention them as the important ones while studying in a foreign environment. Consequently, the visiting students were asked questions about their integration into a host university and some demographic questions. The research was carried out from 1 February 2019 till 1 Apri1 2020. The results showed that almost half of the research respondents came to study for one semester and almost one third for more than a year. They knew and were learning more than one foreign language, including the English language. Their self-evaluated English language competence was rather high; more than two thirds of the survey participants stated that they had enough English language skills to participate in lectures and group discussions or use specific subject terminology. Less than half of the survey participants evaluated their English skills as average. The students’ linguistic profile was diverse. In addition, the results revealed the educational benefits of studying in a different culture as the great majority of the respondents indicated having experienced the best teaching styles/activities and methods used in the host university. It was also identified that visiting students’ psychological state while studying in multilingual and multicultural classrooms was rather positive than negative. Analysing possible cultural challenges, it was important to examine whether the respondents faced the issue of discrimination at the university or outside it. The results showed that more than half of the participants indicated being not discriminated; however, one out of five of the respondents faced discrimination at the university or outside it. Integration of the visiting students in the university was also analysed. The data showed that local students were too passive trying to involve the visiting students in various university activities or extracurricular activities, but the visiting students evaluated their teachers’ attempts to integrate them into various activities positively.
      75  47
  • master thesis
    Naumčiuk, Toma
    2020-06-09
    Research on peculiarities how adults learn languages in formal, non-formal and informal way is comparatively not abundant, in Lithuania in particular. This is why it was important to investigate the effects which motivate or keep motivating adults to learn languages, learning strategies they use and if and how age makes a difference in adult learning. For this research, a research survey was designed on the basis of theoretical analysis and the study was conducted in Kaunas and Panevezys cities, aiming at finding out the reasons why participants chose to learn a new language (i.e. their extrinsic vs. intrinsic, integrative vs. instrumental motivation) and the aspects which determined the choice of their language learning strategies (i.e. cognitive, memory, compensation, metacognitive, social and affective strategies). The results of the empirical study revealed that adult foreign language learners in Lithuania mostly learn the English language and they know Russian and German as well, because of the historical events in the past; the current language they are learning is in most cases their second or third one. The participants showed that adult learners are mostly motivated intrinsically (because of their wish to improve and learn in life, travel, understand foreign movies, etc.). Fewer adults were motivated extrinsically: because of the work purposes (instrumental motivation), communication (integrative motivation). The survey revealed that participants believe that to learn a new language it is important to be motivated, want to improve in their life and have a goal.
      68  21
  • ETD
    Content and Language Integrated Learning: Advantages and Challenges of its Implementation
    [Integruoto dalyko ir kalbos mokymo įgyvendinimas: privalumai ir iššūkiai]
    master thesis
    Vinickytė, Jolita
    2016-05-24
    The topic of this Master thesis is “Content and Language Integrated Learning: Advantages and Challenges of its Implementation”. The aim of this paper is to identify the benefits provided by integration of content and foreign language in the classroom as well as challenges faced in content and language integrated learning (hereinafter CLIL). In order to achieve this aim scholarly resources were consulted; furthermore, the documents of the European Commission in regard to CLIL implementation were analysed and research applying qualitative and quantitative research methods was performed aiming at identifying the main features and extent to which CLIL functions in Lithuanian schools. Also, the analysis of the interviews with foreign and Lithuanian experts was performed. The present paper is divided into five sections. The first section introduces the main methodological parameters of the study: the topic, aim, objectives, outline, and research methods that are used in this research paper. In Section Two the concept of CLIL as well as the spread of this approach in Europe is discussed. Moreover, the history of CLIL in Lithuania and its main features are presented in Subsection 2.4. Sections Three presents research rationale as well as the organisation of empirical research. Section Four presents the analysis of oral and written interviews that were undertaken with CLIL experts who participated in the international LAKMA conference in 2015 as well as with the Lithuanian experts. Furthermore, the findings on the application of CLIL in Lithuanian schools and its extent in relation to six focus aspects during CLIL lessons are presented in Section Four. The study ends with conclusions and recommendations. The main findings of the paper indicate that the implementation of CLIL differs among the EU member states because of national policies, socio-cultural and language situation. Although there have been a number of attempts to strengthen CLIL implementation in general education through the EU funded projects, there is a need for further teacher training and more definite government actions in order to expand CLIL in Lithuania. On the other hand, the research data analysis also shows that teachers tend to focus more on cognitive skills and the subject itself rather than the development of language skills; furthermore, in regard to previous knowledge activation, guidance of understanding, and language learning teachers use a variety of tools to facilitate learning process; however, speaking and writing skills are not considered to be a priority feature for most of the respondents. According to the experts, CLIL implementation increases students’ motivation to learn a foreign language and overcome cognitive challenges during lessons; CLIL classes are also useful to increase students’ cultural knowledge, tolerance, and multiculturalism. CLIL implementation also has a positive impact on school’s image, attractiveness and popularity.
      16  11
  • ETD
    Specialiosios anglų kalbos dėstymas universitete: studentų poreikiai
    [Teaching ESP at university: student needs analysis]
    master thesis
    Okunė, Eiginta
    2009-06-04
    Išaugęs universiteto tarptautiškumas, didėjantis specialybės dalykų, dėstomų anglų kalba, skaičius, akademinis mobilumas pagal mainų programas bei anglų kalbos teikiamas pranašumas darbo veikloje lemia, kad studentams yra aktualu ugdyti tuos kalbinius gebėjimus, kurie jiems yra reikalingiausi bei užtikrina sėkmingą akademinę bei profesinę veiklą anglų kalbos aplinkoje. Todėl kyla poreikis specializuoti anglų kalbos mokymą, kuriant ir atnaujinant mokymo programas, pritaikant jas konkretiems studentų poreikiams. Šiuo tyrimu siekiama išanalizuoti ir įvertinti studentų poreikius mokytis specialiosios anglų kalbos universitete. Šiuo tikslu Vytauto Didžiojo universiteto Užsienio kalbų centre buvo atlikta studentų, besimokančių anglų kalbos 4–6 lygiuose, poreikių analizė. Poreikiams tirti buvo naudojama anketinė apklausa, skirta išsiaiškinti studentų anglų kalbos mokymosi tikslus, jų turimus ir trūkstamus anglų kalbos gebėjimus, pageidaujamus mokymosi būdus bei atskleisti studentų požiūrį į specialiosios anglų kalbos dėstymo universitete tikslingumą bei jo organizavimo ypatumus. Buvo apklausta 211 studentų. Gauti rezultatai parodė, kad pagrindinis studentų anglų kalbos mokymosi universitete tikslas yra turėti didesnes karjeros perspektyvas būsimoje darbinėje veikloje. Savo dabartinius gebėjimus studentai vidutiniškai įvertino patenkinamai, tačiau daugelyje su specialybe susijusių kalbinės veiklos sričių nesijaučia įgiję pakankamų gebėjimų. Didžiausias neatitikimas tarp studentų turimų ir jiems reikalingiausių gebėjimų išryškėjo gebėjime detaliai skaityti ir analizuoti su specialybe susijusius tekstus, rašyti rašinius ir straipsnius specialybės temomis bei dalyvauti oficialiose diskusijose ir debatuose. Absoliuti dauguma studentų mano, jog universitete būtų tikslinga dėstyti daugiau specialiosios anglų kalbos kursų ir beveik pusė pageidauja, kad tokie kursai būtų dėstomi visų studijų metu. Be to, nemaža dalis apklaustųjų pasisako už tai, kad specialioji anglų kalba būtų privalomas studijų dalykas visiems studentams. Gauti rezultatai leidžia daryti išvadą, kad specialioji anglų kalba studentams yra aktuali ir reikalinga, atitinka jų tikslus ir poreikius, todėl jos dėstymas universitete turėtų būti plečiamas ir tobulinamas.
      8  16
  • ETD
    Influence of code switching and mediation in the classroom of the foreign language acquisition
    [Kodų kaitos ir mediacijos įtaka užsienio kalbos išmokimui]
    master thesis
    Paulauskienė, Vaida
    2008-06-03
    The concept of plurilingual competence that enables the members of different cultures to perform in multilingual and multicultural environment is on the top of political agenda nowadays, as acquisition of two or more languages has become a necessity in the knowledge society. Therefore, the lack of works on the subject in Lithuania is a relevant reason to carry out a research on the language education through the prism of ‘mediation’ and ‘code switching’ as activities becoming widely acknowledged and practiced among language teachers. The study aims to survey the functions of mediation and code switching in teaching foreign languages. The objectives of the thesis are: • to overview the material on plurilingualism as giving reasons for the rise of wide discussions about reorganization of language education system, the changing attitude towards teaching languages, namely, a newly emerging approach of translation and later apply it to the empirical research;. • to investigate the approach of teachers and students towards the use of native language in the classroom; • to identify the patterns within switching of the first and the second languages and define the role they serve for the language acquisition. Research methods are literature analysis, quantitative and qualitative research (two types of questionnaire forms and analysis of recorded excerpts of lessons). The results indicate that the educators support the approach promoting better awareness of the native language along with the foreign one and code switch whenever it is necessary. The students also understand the need to know as many foreign languages as it is possible; they favour mediating activities and code-switching. The last part of the analysis does not fully satisfy the expectations to find more varied types of language alternation because the main instances found are topic switch and repetitive functions of code switching or mere translations of single words or phrases. Meanwhile, students’ code switching do not demonstrate any significantly reasonable functions; they use their native language any time they feel it comfortable.
      4  12
  • ETD
    Strategies of Conference Interpreting
    [Žodinio konferencijų vertimo strategijos]
    master thesis
    Balčiūnaitė, Ieva
    2008-06-03
    The present thesis aims at investigating the situation of conference interpreting in Lithuania, focusing on the interpreting strategies, used by interpreters-practitioners. The thesis consists of two parts, theoretical and practical, after which conclusions and recommendations are presented. In the theoretical part interpreting studies and the phenomenon of simultaneous interpreting as an example of conference interpreting are introduced and analyzed. First of all, the thesis presents the concept of interpreting. Later on, the overview of interpreting studies is introduced with regard to its interdisciplinarity and the major problems of research. Hereafter, simultaneous interpreting is analyzed from the point of view of its basic elements, in relation to the fact that their complicated interaction forces an interpreter to develop certain strategies to cope with the task of simultaneous interpreting, which, in addition, is influenced by a number of factors, such as the symmetry between the languages involved or the speech rate of the speaker. Subsequently, the strategies of conference interpreting are analyzed, presenting simultaneous interpreting as a goal-oriented activity and strategies as instruments to achieve the goal of producing quality interpretation. Hereupon, the anticipation as a universal strategy of conference interpreting is introduced and described. The practical part of the thesis consists of the descriptive analysis of the higher education institutions which provide programs for interpreter training and statistical analysis of the data obtained in a survey of conference interpreters practitioners working in Lithuania. Afterwards the results are presented, providing general information of conference interpreters in Lithuania, ways of their professional development, factors influencing interpreter’s work and the frequency of strategies most widely used by Lithuanian conference interpreters. In the last part conclusions and recommendations are presented, emphasizing the need for more interpreter training programs and for reducing the gap between theory and practice in the field of conference interpreting in Lithuania.
      11  52