Using Metaphors to Explore Iranian Medical Sciences Students’ Conceptions of Learning English
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There has been a growing interest in investigating English learners’ and English Language Teaching (ELT) students’ metaphors of different aspects of teaching and/or learning English. This study aimed to employ metaphor analysis to discover medical sciences students’ conceptions of learning the English language that is part of the formal education at Iranian medical sciences universities. To achieve the objective of the study, a qualitative study design was used, and semi-structured interviews were conducted with 25 medical sciences students to collect data. Conventional content analysis was used to analyze the data, which resulted in the extraction of 34 primary codes. The codes were further studied and sorted into six categories of growth and promotion factor, tools and devices, way and place, sweet foods, work and activity, and beautiful manifestations of the universe. Finally, the emerged categories were distilled into the main theme of the study (journey to an unknown world). The nature and type of the students’ metaphors revealed their hidden cognition and mentality of learning English. The study concludes that the students conceive of learning English as an essential, long, and often difficult process of personal experience and academic development. The study has implications for teaching English at medical sciences universities.
Abstract
There has been a growing interest in investigating English learners’ and English Language Teaching (ELT) students’ metaphors of different aspects of teaching and/or learning English. This study aimed to employ metaphor analysis to discover medical sciences students’ conceptions of learning the English language that is part of the formal education at Iranian medical sciences universities. To achieve the objective of the study, a qualitative study design was used, and semi-structured interviews were conducted with 25 medical sciences students to collect data. Conventional content analysis was used to analyze the data, which resulted in the extraction of 34 primary codes. The codes were further studied and sorted into six categories of growth and promotion factor, tools and devices, way and place, sweet foods, work and activity, and beautiful manifestations of the universe. Finally, the emerged categories were distilled into the main theme of the study (journey to an unknown world). The nature and type of the students’ metaphors revealed their hidden cognition and mentality of learning English. The study concludes that the students conceive of learning English as an essential, long, and often difficult process of personal experience and academic development. The study has implications for teaching English at medical sciences universities.
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