ОЖИЉЦИ У НАСТАВИ СТРАНИХ ЈЕЗИКА: ИСКУСТВА СТУДЕНТКИЊА ШПАНСКОГ ЈЕЗИКА СА ФИЛОЛОШКО-УМЕТНИЧКОГ ФАКУЛТЕТА У КРАГУЈЕВЦУ У УЧЕЊУ И УСВАЈАЊУ СТРАНИХ ЈЕЗИКА

Abstract

The “scars” addressed in this paper represent the experiential imprints left on students of Spanish through their foreign language learning journey across all three levels of education—primary, secondary, and philological studies. These experiences have significantly influenced their subsequent learning and acquisition of foreign languages. Through thematic analysis of the key factors that students from the Department of Hispanic Studies at the Faculty of Philology and Arts identify as crucial in their language learning history, this study aims to uncover the deepest and most widespread scars acquired, as well as to highlight their lasting consequences. This research is based on essays written by sixteen third-year students enrolled in the Spanish Language and Hispanic Literature program. These essays were produced as part of the course Methods in Teaching Foreign Languages and reflect the students’ personal experiences in mastering foreign languages, including both positive and negative aspects of the process. Most of the experiences reported are positive, which is expected given that the participants chose philological studies and, therefore, have a predisposition toward continued engagement with foreign languages, while two identified negative experiences had a positive outcome for the students. Among the most influential factors cited by the students for their continued growth and personal development are: the role of the teacher, various forms of classroom interaction, exposure to authentic materials, integrative motivation, self-esteem, empathy, cooperation, and openness to other cultures. Nonetheless, all analyzed factors emphasize the complexity and individuality inherent in the process of learning and acquiring a second language. This complexity is deeply rooted in each learner’s personal characteristics, which underscores the importance of ongoing reflection and improvement both in confronting difficulties and in students’ personal development, as in all aspects of the L2 learning process.