Bilingual Turkish Teacher Candidates' Metaphoric Perceptions of Turkish: A Case Study of the Turkology Department at the University of Duisburg-Essen

Year 2023, , 113 - 131, 17.12.2023

Merve Sayran Taşkın , Mehmet Kurudayıoğlu

https://doi.org/10.55246/turkophone.1286825

Abstract

In this study, it was aimed to determine the metaphorical perceptions of bilingual Turkish teacher candidates in Germany towards Turkish. The study group of the research consisted of 63 Turkish teacher candidates studying at different grade levels in Turkistic Department of Duisburg-Essen University, Germany in the winter semester of the 2022-2023 academic year. In order to collect research data, a form was developed so that students could write their metaphors and express themselves clearly. In the research, in which a qualitative approach was adopted, the students said, “Turkish is like……. Because……..’’. They were asked to complete the statement “…”, and a metaphorical discourse determination was made by examining the collected data. Metaphor forms were filled in face-to-face interviews with students. In the research, where prospective teachers were expected to focus on a single metaphor related to the subject and express its reason clearly, the data were analyzed with the content analysis technique. 41 metaphors obtained from 63 valid forms filled by the students were divided into categories according to the similarity and relationality of justification reasons. The metaphors which obtained as a result of the research have been classified into seven different conceptual categories: "belonging and valuing", "continuity and wealth", "being necessary and informative", "being original", "rooted history and scope", ‘'difficulty and distance'’ and ‘'aesthetic and meaningfulness'’ respectively, according to frequency values. The most repetitive metaphors were found as "home, rainbow, sea, tree, hometown, poetry, flower and family", respectively. As a result, it was found that bilingual Turkish teacher candidates in Germany value Turkish and have positive perceptions about Turkish, based on seven conceptual categories and 41 metaphors. In addition, it has been concluded that these pre-service teachers, who are aware of the importance of Turkish in Germany and are trained to protect it, to claim and to pass it on to future generations, have sufficient awareness about the purpose of their profession.

Keywords

Bilingualism, Turkish teaching in Germany, Turkish teacher candidates, metaphor, perception.

İki Dilli Türkçe Öğretmeni Adaylarının Türkçeye İlişkin Metaforik Algıları: Duisburg-Essen Üniversitesi Turkistik Bölümü Örneği

Abstract

Bu araştırmada, Almanya’daki iki dilli Türkçe öğretmeni adaylarının Türkçeye yönelik metaforik algılarının tespiti amaçlanmıştır. Araştırmaya ait çalışma grubu 2022-2023 eğitim-öğretim yılı kış yarıyılında Almanya Duisburg-Essen Üniversitesi Turkistik Bölümü’nde farklı sınıf seviyelerinde öğrenim gören 63 Türkçe öğretmeninden oluşmaktadır. Araştırmada verilerin toplanması ve öğrencilerin metaforlarını yazabilmesi ve kendilerini açık bir biçimde ifade edebilmesi için bir form hazırlanmıştır. Nitel bir yaklaşımın benimsendiği araştırmada öğrencilerden ''Türkçe……gibidir. Çünkü………’’ ifadesini tamamlamaları istenmiş, toplanan veriler incelenerek metaforik söylem belirlemesi yapılmıştır. Metafor formları, öğrencilerle yapılan yüz yüze görüşmelerde doldurulmuştur. Öğretmen adaylarından konuyla ilgili tek bir metafor üzerine yoğunlaşıp gerekçesini açık bir biçimde ifade etmeleri beklenen araştırmada veriler, içerik analizi tekniği ile çözümlenmiştir. Öğrenciler tarafından doldurulan 63 geçerli formdan elde edilen 41 metafor, gerekçelendirme nedenlerinin benzerlik ve ilişkisellik durumuna göre kategorilere ayrılmıştır. Araştırma sonucunda elde edilen metaforlar frekans değerlerine göre sırasıyla ‘’aidiyet ve değer verme’’, ‘’süreklilik ve zenginlik’’, ‘’gerekli ve bilgilendirici olma’’, ‘’özgün olma’’, ‘’köklü tarih ve kapsam’’, ‘’zorluk ve uzaklık’’, ‘’estetik ve anlamlı olma’’ olmak üzere yedi farklı kavramsal kategoride sınıflandırılmıştır. En fazla tekrar eden metaforlar ise sırasıyla ‘’ev, gökkuşağı, deniz, ağaç, memleket, şiir, çiçek ve aile’’ olarak bulunmuştur. Sonuç olarak, yedi kavramsal kategori ve 41 metafordan hareketle Almanya’daki iki dilli Türkçe öğretmeni adaylarının Türkçeye değer verdikleri ve Türkçe hakkında olumlu algılara sahip olduklarına ulaşılmıştır. Ayrıca Almanya’da Türkçe’nin öneminin farkında olan ve ona sahip çıkarak onu korumak ve gelecek nesillere aktarmak için yetiştirilen bu öğretmen adaylarının mesleklerinin amacı ile ilgili yeterli farkındalıklara sahip oldukları sonucuna ulaşılmıştır.

Keywords

İki dillilik, Almanya’da Türkçe öğretimi, Türkçe öğretmeni adayları, metafor, algı.

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