Upotreba određenog člana u engleskom jeziku u teoriji mentalnih prostora : mogućnost primene u nastavi engleskog kao stranog jezika
Докторанд
Veličković, MartaМентор
Antović, MihailoЧланови комисије
Vidanović, ĐorđeRadić-Bojanić, Biljana
Метаподаци
Приказ свих података о дисертацијиСажетак
The aim of the study was to empirically evaluate a “cognitive”
approach to the use of the definite article. The selected theoretical
framework included cognitive linguistics, mental spaces theory,
cognitive semantics and figure and ground. The study was based on
three “cognitive” uses of the definite article: discourse prominence,
point of view, role/value distinction. The first part of the dissertation
outlines the “traditional” and “cognitive” approaches to the study of
the. A prototypical use of the definite article is proposed (discourse
prominence), supported by the analysis of examples of article use found
in relevant textbooks. The second part presents the empirical study
which included first-year students of the English Department, Faculty
of Philosophy, University of Niš, and students from other departments.
The participants were divided into three groups: the control group,
experimental group E1, which received instructions based on the
“cognitive” approach, and... experimental group E2, which received
instructions based on the “traditional” approach. The experimental
program lasted for nine weeks, and included weekly classes and posttests.
The instructions that the participants received were in the form of
recorded material accompanied by illustrations of contextualized
content. The use of the definite article was illustrated by means of the
figure/ground distinction. All of the instructions were given in English.
The obtained data were coded and statistically analyzed using the
ANOVA and t-test. The results indicate that the students of the English
Department made more progress in correct article use when compared
to the other participants. The experimental group which received
instructions based on the “cognitive” approach achieved greater
success than the one which received instructions based on the
“traditional” approach, and the control group. The students of the
English Department made a statistically significant improvement for
the point of view use, while the other participants did so for the
role/value distinction.