Märkamatu keeleõppe metoodika

Language acquisition is often more effective and motivational outside the classroom, as it allows the use of the target language in real life situations adding the aspect of relationship building and networking. A good way to improve one’s language skills is through leisure activities as it provides an opportunity to communicate with people with similar interests in a target language environment. However, in Estonia recreational activities are quite segregated. Within an interdisciplinary project course at Tallinn University the project "Unnoticeable Language Learning" (ULL) was carried out in 2019–2022. The main objective of the project was to develop a new language teaching strategie, which can be used to teach and learn Estonian unnoticeably in the course of some gripping recreational activity. The project also aimed to propagate the modern approach to language learning and increase native speakers’ consciousness in supporting language learners and to indicate the importance of non- and informal language learning. Tis article gives an overview of a design study of ULL which aims to articulate the ULL as well as to describe its development and testing. The participants of 2019–2021. ULL projects had to form groups, find a recreational activity to be used to teach Estonian unnoticeably to a target group, then to determine what activities and strategies could be used in order to achieve the objectives. First the participants learned about modern language learning methods to get some inspiration, most of it came from Total Physical Response, Natural Approach and Task-Based Language Learning. Next the activities were planned and tested on the target group, outcomes were documented and analysed. Whereas in the course of the 2022 ULL project the material of previous years was compiled, analysed and the ULL methodology was formulated and introduced via Facebook, seminars and website. The content of the ULL comes from (recreational) activity, it’s best suited to sporting activities (e.g., sports, exercise, hiking), but also works with other activities (e.g., cooking, crafing). Based on ADDIE model (Fink 2013) we formed five main stages in the ULL: 1) Analysing the needs of a target group and possibilities that activity has to offer; 2) Design of activities and language material, it is crucial to design language learning material based on activity, not vice versa, since the focus should be on doing; 3) Developing specific tasks and the use of language, in some ca