İngilizce Öğretmenlerinin ve Yabancı Dil Öğrenen Öğrencilerin Tutum ve İnançlarının Metafor Yoluyla Ortaya Çıkarılması

Abstract

With the help of the metaphoric language English as a Foreign Language (EFL) students and teachers use, it is possible to gain some insight into students’ views of the language learning process and teachers’ roles, considering the fact that the essence of metaphor is to understand and experience one kind of thing in terms of another (Lakoff and Johnson, 1980). The purpose of this study was to explore EFL teachers' beliefs about language teaching and their roles in the classroom, and learners’ beliefs towards language learning process through an analysis of metaphors they produced. 30 instructors and 156 students from the Foreign Languages School of a Turkish university participated in the study. In order to collect data, respondents were asked to complete in writing the stem ‘Learning/Teaching English is like ... because…’ using a metaphor. Metaphor elicitation method was preferred. The conclusion is drawn that there is value in analysing metaphors teachers and students produce concerning second language teaching and learning

Keywords

• Metaphors, Teacher beliefs and attitudes, English teachers’ role, English language learners’ beliefs

İngilizce Öğretmenlerinin ve Yabancı Dil Öğrenen Öğrencilerin Tutum ve İnançlarının Metafor Yoluyla Ortaya Çıkarılması

Abstract

Yabancı dil öğrenen öğrencilerin dil öğrenme sürecine bakışları ile İngilizce öğretmenlerinin bu süreçte üstlendikleri roller hakkında metafor yardımıyla bilgi sahibi olmak mümkündür. Lakoff ve Johnson’a (1980) göre, “metaforun özü bir tür şeyi başka bir tür şeye göre anlamak ve tecrübe etmektir”. Bu alanda yapılan çalışmalar son yıllarda hız kazanmıştır. Çalışmanın amacı İngilizce öğretmenlerinin yabancı dil eğitimindeki rolleri konusundaki inançlarını ve İngilizce öğrenen öğrencilerin yaşadıkları süreci, ürettikleri metaforları analiz ederek ortaya çıkarmaktır. Çalışmaya Yabancı Diller Yüksekokulunda görev alan 30 okutman ve eğitim alan 156 öğrenci katılmıştır. Katılımcıların her birinin “İngilizce öğrenmek... gibidir, çünkü ...” ifadesini tamamlamasıyla elde edilen veriler, metafor çözümleme tekniği kullanılarak analiz edilmiştir. Öğrencilerin ürettiği 121, öğretmenlerin kullandığı 25 metafor dikkate alınmıştır. Bu çalışmanın sonuçları, yabancı dil öğretmenleri ve öğrencilerinin konuya ilişkin tutum ve inançlarını metafor yoluyla da ifade edebileceklerini ortaya koymuştur

Keywords

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