Радмила Д. Палинкашевић, Висока школа струковних студија за васпитаче „Михаило Палов“, Вршац, Република Србија, имејл: palinkasevic@gmail.com
Иновације у настави, XXXIV, 2021/1, стр. 123–134

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doi: 10.5937/inovacije2101135P 

Резиме: Полазећи од хипотезе да ће откривање и детаљније проучавање концептосфере студената о учењу енглеског језика мапирати поља која треба унапредити у високошколској настави енглеског језика као страног, школске 2018/19. године спровели смо испитивање међу студентима свих година основних студија Високе школе струковних студија за васпитаче ,,Михаило Палов“ из Вршца. Укупно сто двадесет пет испитаника попунило је анонимни анкетни упитник, конципиран тако да открије изворне домене преко којих будући васпитачи поимају учење енглеског језика као страног. Квалитативна анализа истраживаног корпуса омогућила је да се издвоји пет доминантних појмовних метафора различитих изворних домена за појам учења енглеског језика. Међу добијеним метафорама посебна пажња посвећена је издвајању оних које имају методички/методолошки потенцијал за употребу у настави, као и предлозима за моделовање тзв. ометајућих метафора које негативно утичу на усвајање енглеског језика.

Кључне речи: когнитивна лингвистика, појмовна метафора, ставови студената, енглески језик као страни.

Summary: Starting from the hypothesis that an identification and a more detailed study of students’ conceptual sphere regarding learning English language will result in mapping the fields in the tertiary-level teaching of English as a foreign language that need improvement, in the academic year 2018/19 we conducted a survey among all undergraduate students at the Preschool Teacher Training College „Mihajlo Palov” in Vršac. A total of 125 respondents filled out an anonymous questionnaire designed to reveal the source domains through which pre-service preschool teachers perceive learning English as a foreign language. A qualitative analysis of the researched corpus made it possible to single out five dominant conceptual metaphors of different source domains for the concept of English language learning. Among the obtained metaphors, special attention was given to selecting the metaphors with a methodological potential for implementation in teaching, as well as to the suggestions for modelling the so-called disruptive metaphors that have a negative effect on the English language acquisition.

Кeywords: cognitive linguistics, conceptual metaphor, students’ attitudes, English language as a foreign language.

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