-

Öz

This study (both qualitative and quantitative in nature) examines the metaphors students at a university chose to describe the roles of foreign language teachers and compares metaphors chosen by teachers of English at the same university. Findings indicate that the same three roles (conductor, shopkeeper, and entertainer) were favored most by both the participating students and teachers though they were ranked differently. A deeper analysis of the primary metaphors chosen by the participants suggests that there is a significant discrepancy between teachers’ and students’ perceptions. While students preferred a learner-centered approach, teachers opted for a teacher-centered teaching. Implications for classroom practices indicate that teachers need to pay closer attention to their students’ needs, difficulties and interests.

Anahtar Kelimeler

• role perceptions, metaphors, philosophies of education

Viewing Foreign Language Teachers' Roles Through the Eyes of Teachers and Students

Öz

Nitel ve nicel araştırma özelliği taşıyan bu çalışmanın amacı üniversite düzeyindeki bir grup öğrencinin yabancı dil öğretmenlerinin rol tanımlarıyla ilgili olarak seçtikleri metaforları ortaya koymak ve yine aynı ortamda görev yapan İngilizce öğretmenlerinin tercih ettikleri metaforlarla karşılaştırmaktır. Bulgulara göre, her iki katılımcı grubun en fazla tercih ettikleri ilk üç rol tanımı aynı olmakla birlikte (orkestra şefi, bakkal, şaklaban), birinci tercihlerinde farklılık olduğu görülmektedir. Bu metaforların derinlemesine yapılan analizinde, öğrenciler ile öğretmenlerin yabancı dil öğretmeninin rolüne ilişkin algılamalarında önemli bir ayrılık olduğu söylenebilir. Birinci tercihlerine göre öğrenci katılımcılar daha çok öğrenci-odaklı bir yaklaşımı tercih ederken, öğretmen katılımcıların daha fazla öğretmen-odaklı bir öğretim anlayışına sahip oldukları görülmektedir. Bu bulgulara dayanarak, öğretmenlerin, öğrencilerin yabancı dil öğrenirken karşılaştıkları güçlüklere, ilgi ve gereksinimlerine daha fazla eğilmelerinin gerekliliği vurgulanabilir.

Anahtar Kelimeler

• rol algıları, metaforlar, eğitim felsefeleri

Kaynakça

1. Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16, 749–764.
2. Ben-Peretz, M., Mendelson, N., & Kron, W. (2003). How teachers in different educational contexts view their roles. Teaching and Teacher Education, 19, 277–290.
3. Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10(1), 3–31. Britzman, D. P. (1994). Is there a problem with knowing thyself? Toward a poststructuralist view of teacher identity. In T. Shanahan (Ed.), Teachers thinking, teachers knowing: Reflections on literacy and language education (pp. 53–75). Urbana, IL: National Council of Teachers of English.
4. Brown, G. (1975). Microteaching: A programme of teaching skills. London: Methuen.
5. Bullough, R. V., & Stokes, D. K. (1994). Analyzing personal teaching metaphors in preservice teacher education as a means for encouraging professional development. American Educational Research Journal, 31(1), 197–224.
6. Cameron, L., & Low, G. (1999). Metaphor. Language Teaching, 32, 77-96.
7. Campbell, J., Smith, D., Boulton-Lewis, G., Brownlee, J., Burnett, P. C., Carrington, S., & Purdie, N. (2001). Students’ perceptions of teaching and learning: The influence of students’ approaches to learning and teachers’ approaches to teaching. Teachers and Teaching: Theory and Practice, 7, 173–187.
8. Carter, K., & Doyle, W. (1987). Teachers’ knowledge structures and comprehension processes. In J. Calderhead (Ed.), Exploring teachers’ thinking. London: Cassell.

9. Cooper, K., & Olson, M. (1996). The multiple “I’s” of teacher identity. In M. Kompf, D. Dworet, & R. Boak (Eds.), Changing research and practice (pp. 78–89). London: Falmer Press.
10. Cortazzi, M., & Jin, L. (1999). Bridges to learning: Metaphors of teaching, learning and language. In L. Cameron & G. Low (Eds.), Researching and applying metaphor (pp. 149–176). Cambridge: Cambridge University Press.
11. De Guerrero, M. C. M., & Villamil, O. S. (2000). Exploring ESL teachers’ roles through metaphor analysis. TESOL Quarterly, 34, 341–351.
12. De Guerrero, M. C. M., & Villamil, O. S. (2002). Metaphorical conceptualizations of ESL teaching and learning. Language Teaching Research, 6, 95–120.
13. De Leon-Carillo, C. (2007). Filipino pre-service education students’ preconceptions of teacher roles viewed through a metaphorical lens. Asia Pacific Journal of Teacher Education, 35, 197–217.
14. Doyle, W. (1977). Learning the classroom environment: An ecological analysis. Journal of Teacher Education, 28(6), 51–
15. Ellis, R. (1998, March). The metaphorical constructions of second language learners. Paper presented at the American Association for Applied Linguistics Conference, Seattle, WA.
16. Ellis, R., & Barkhuizen, G. (2005). Analysing learner language. Oxford: Oxford University Press.
17. Farrell, T. S. C. (2006). “The teacher is an octopus”: Uncovering preservice English language teachers’ prior beliefs through metaphor analysis. RELC, 37, 236–248.
18. Feldman, K. A. (1986). The perceived instructional effectiveness of college teachers as related to their personality and attitudinal characteristics: A review and synthesis. Research in Higher Education, 24, 139–213.
19. Fischer, G. (1996). Tourist or explorer? Reflection in the foreign language classroom. Foreign Language Annals, 29(1), 73–
20. Franzak, J. K. (2002). Developing a teacher identity: The impact of critical friends practice on the student teacher. English Education, 34, 258–280.
21. Gillis, C., & Johnson, C. L. (2002). Metaphor as renewal: Re-imagining our professional selves. The English Journal, 91(6), 37–43.
22. Hammadou, J. A., & Bernhardt, E. (1987). On being and becoming a foreign language teacher. Theory into Practice, 26, 301–306.
23. Karavas-Doukas, E. (1996). Using attitude scales to investigate teachers’ attitudes to the communicative approach. English Language Teaching Journal, 50, 187–198.
24. Knowles, J. G. (1992). Models for understanding preservice and beginning teachers’ biographies: Illustrations from case studies. In I. Goodson (Ed.), Studying teachers’ lives (pp. 99–153). London: Routledge.
25. Knowles, J. G., & Holt-Reynolds, D. (1991). Shaping pedagogies through personal histories in preservice teacher education. Teachers College Record, 93(1), 87–113.
26. Korthagen, F. A. (2004). In search of the essence of good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77–97.
27. Krashen, S. D. (1987). Principles and practice in second language acquisition. Englewood Cliffs, NJ: Prentice-Hall International.
28. Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.
29. Lizzio, A., Wilson, K., & Simons, R. (2002). University students’ perceptions of the learning environment and academic outcomes: Implications for theory and practice. Studies in Higher Education, 27(1), 27–52.
30. Mahlios, M., & Maxson, M. (1998). Metaphors as structures for elementary and secondary preservice teachers’ thinking. International Journal of Educational Research, 29, 227–240.
31. Marchant, G. J. (1992). A teacher is like a…: Using simile lists to explore personal metaphors. Language and Education, 6(1), 33–45.
32. Marsh, C. (1986). Curriculum: An analytic introduction. Sydney: Novak.
33. Mollica, A. & Nuessel, F. (1997). The good language learner and the good language teacher: A review of the literature and classroom applications. Mosaic, 4(3), 3–16.
34. Moskowitz, G. (1978). Caring and sharing in the foreign language classroom. Rowley, MA: Newbury House.
35. Nikitina, L., & Furuoka, F. (2008). “A language teacher is like…”: Examining Malaysian students’ perceptions of language teachers through metaphor analysis. Electronic Journal of Foreign Language Teaching, 5, 192–205.
36. Noels, K. A. (2001). Learning Spanish as a second language: Learners’ orientations and perceptions of their teachers’ communication style. Language Learning, 51(1), 107–144.
37. Ortony, A. (Ed.). (1993). Metaphor and thought. (2nd ed.). Cambridge: Cambridge University Press.
38. Oxford, R. L. (1996). Language learning motivation: Pathways to the new century. Honolulu: University of Hawai’i, Second Language Teaching & Curriculum Center.
39. Oxford, R. L., Tomlinson, S., Barcelos, A., Harrington, C., Lavine, R. Z., Saleh, A., & Longhini, A. (1998). Clashing metaphors about classroom teachers: Toward a systematic typology for the language teaching field. System, 26(1), 3–
40. Palmer, P. J. (1997). The heart of a teacher: Identity and integrity in teaching. Change, 29(6), 14–21.
41. Paukert, J. L., & Richards, B. F. (2000). How medical students and residents describe the roles and characteristics of their influential clinical teachers. Academic Medicine, 75, 843–845.
42. Ramsden, P. (1979). Student learning and perceptions of the academic environment. Higher Education, 8, 411–427.
43. Reeves, T. C., & Reeves, P. M. (1997). Effective dimensions of interactive learning on the World Wide Web. In B. H. Khan (Ed.), Web-based instruction (pp. 59–66). Englewood Cliffs, NJ: Educational Technology Publications.
44. Reichel, N., & Arnon, S. (2009). A multicultural view of the good teacher in Israel. Teachers and Teaching, 15(1), 59–
45. Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.
46. Roberts, J. (1998). Language teacher education. London: Arnold.
47. Saban, A. (2010). Prospective teachers’ metaphorical conceptualizations of learners. Teaching and Teacher Education, 26, 290–305.
48. Schumann, J. (1999). The neurobiology of affect in language learning. USA: Wiley, Blackwell.
49. Stevick, E. (1999). Affect in learning and memory: From alchemy to chemistry. In J. Arnold (Ed.), Affect in language learning (pp. 43–57). Cambridge: Cambridge University Press.
50. Strickland, C. R., & Iran-Nejad, A. (1994, November). The metaphoric nature of teaching and learning and the role of personal teaching metaphors. Paper presented at the Annual Meeting of the Mid-South Educational Research Association, Nashville, TN. (ERIC Document Reproduction Service No. ED 399 208).
51. Sullivan, J. H. (2004). Identifying the best language teachers: Teacher standards and professional portfolios. The Modern Language Journal, 88, 390–402.
52. Timmering, L. (2009). Teacher quality is… Unpublished Master’s Thesis. Amsterdam University of Applied Sciences. Vinz, R. (1996). Composing a teaching life. Portsmouth: Boynton/Cook.
53. Weber, S., & Mitchell, C. (1995). That’s funny, you don’t look like a teacher! Interrogating images and identity in popular culture. London: Routledge.
54. Williams, M., & Burden, R. L. (1997). Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press.
55. Woods, D. (1996). Teacher cognition in language teaching: Beliefs, decision making and classroom practice. Cambridge: Cambridge University Press.
56. Zapata, G. C., & Lacorte, M. (2007). Preservice and inservice instructors’ metaphorical constructions of second language teachers. Foreign Language Annals, 40, 521–534.