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İngilizce Öğretmen Adaylarının Dil ve Öğretime İlişkin Ders Öncesi ve Sonrası İnançlarının Metafor Analizi

A METAPHOR ANALYSIS OF ENGLISH TEACHER CANDIDATES’ PRE- AND POST-COURSE BELIEFS ABOUT LANGUAGE AND TEACHING

Journal Name:

  • Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi

Publication Year:

  • 2014

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
Students can’t escape the influence of metaphorical language used in their coursebooks and by their teachers, trainers and mentors. Metaphor scaffolds their understanding of key concepts and develops awareness through reflection. As their choice of certain methods depends on their tacit theories of language and teaching, metaphor analysis also serves to uncover their professional beliefs and to assess their knowledge growth. Therefore, 70 language and 68 teacher metaphors of 37 sophomores (FLE Department, METU) were analyzed by using Cameron and Low’s methodology (1999) and within the framework of Oxford et al. (1998) and Richards and Rodgers (2002) in order to investigate their beliefs before and after taking the course, “Approaches to ELT”. While 70% adopted functional and interactional views of language and 54% a learnercentered view of teaching, the behaviourist view of teaching was maintained by 46% and a participatory view of teaching was supported by none.
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Abstract (Original Language): 
Öğrenciler ders kitaplarındaki ve öğretmenleri, eğitmenleri ve yönderleri tarafından kullanılan değişmeceli dilin etkisinden kaçamazlar. Metafor önemli kavramları anlamalarını kolaylaştırır ve yansıma yoluyla farkındalık geliştirir. Belirli yöntemleri seçimleri, dil ile öğretime ilişkin örtük kuramlarına dayandığı için metafor analizi mesleki inançlarını ortaya çıkarmaya ve bilgi gelişimlerini değerlendirmeye yarar. Bu nedenle, 37 ikinci-sınıf öğrencisine ait 70 dil ve 68 öğretmen metaforu (YDEB, ODTÜ) Cameron ve Low’un (1999) yöntemi kullanılarak ve Oxford vd. (1998) ile Richards ve Rodgers’ın (2002) çerçevesinde “İngilizce Öğretiminde Yaklaşımlar”dersini almadan önceki ve aldıktan sonraki inançlarını araştırmak için çözümlenmiştir. %70’i işlevsel ve etkileşimsel dil görüşünü ve %54’ü öğrenci-odaklı öğretim görüşünü benimserken, davranışçı öğretim görüşü %46’sı tarafından korunmuş ve katılımcı öğretim görüşü hiçbiri tarafından desteklenmemiştir.
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