Õppetegevuste haaravus, aktiivsus ja jõukohasus eesti keele kui teise keele täiskasvanute kursustel: õpetajate arvamuste analüüs
Engagement, activity and affordability of learning activities in Estonian as a second language courses for adult learners: Analysis of teachers’ opinions

Summary/Abstract: Estonian as a second language is mostly taught to adults in language courses. The courses are very popular among the target group, but the effectiveness of the courses is not always very high: a large part of those who have passed the course are unable to take the necessary language exam or use Estonian outside the classroom (Saar Poll 2013, Eksamistatistika). The effectiveness of learning a second language depends on many factors, one of which is the teaching methodology used. Today, it is considered that there is no universal methodology, but effectiveness is ensured by the engagement, activity and affordability of learning activities for the target group (Dörnyei 1994; Richards 2006; Brophy 2016; Tomlinson 2010, 2012; Kitsnik 2020). The methodology used in teaching Estonian as a second language for adult learners has not been scientifically researched so far. This article focuses on teachers’ assessment of the teaching activities used in their lessons. In order to obtain survey data, a survey was conducted among training companies approved by Keeleamet (the Language Board), Estonian language houses and teachers of the adaptation program. 59 teachers responded to the survey, 61% of whom have more than 10 years of teaching experience. The survey consisted of 35 questions (both multiple-choice and open-ended) on learning activities, problems and good practices used to develop listening, reading, speaking, writing, vocabulary and grammar skills.

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