Метафора как средство осмысления и вербализация опыта преподавания и изучения иностранного языка

Этнопсихолингвистика. 2023. № 4(15). С. 22–39.

Леонов Т. В., Nagornaya A.

In the present paper, the results of the study of didactic discourse among students and teachers of the Higher School of Economics are presented. Due to quantitative and qualitative data collection through questionnaires (n = 75 people, in- cluding 50 students and 25 teachers) and content analysis of respondentsʼ answers the most common conceptual metaphors in the speech of both groups were identified. The systematization of the data and the categorization of conceptual metaphors made it possible to identify the dominant LANGUAGE IS A JOURNEY conceptual metaphor. The paper also reveals the differences in the conceptualization of the experience of students and teachers of HSE university. Metaphor is regarded not only as a means of verbalizing emotions, but also as a way to establish contact between the actors of the educational process. Based on the role of metaphor and its functions, it is concluded that teachers should construct metaphors to facilitate communication between them and their stu- dents.

Keywords: metaphor, метафора, преподавание иностранного языка, изучение иностранного языка, концептуальная метафора, foreign language teaching, conceptual metaphor, foreign language learning