The cognitive resources available to the working memory system are finite. Under conditions of cognitive overload, a compromise may need to be made between the demands of storage and processing. Research suggests that the cognitive cost of partially automated transcription processes adversely affects written language production in children. Thus, children may be expected to perform the same task better orally than in writing. In order to determine whether this is the case in a Turkish context, three samples of participants, comprising 16 undergraduate students, 16 fifth-grade and 16 third-grade pupils, were required to perform oral and written serial recall of Turkish word lists. Recall mode did not interact significantly with age. In the adult sample, the combined samples of schoolchildren, and the fifth-grade sample of children written recall was significantly better than oral recall. This may reflect the transparency of Turkish orthography and/or the age of the participating children. However, when the test was administered in English, no effect of modality was observed in children. This suggests that when the additional cognitive costs of processing a less automated language are combined with transcription costs, the resources available to children in working memory for the storage of information are depleted.
Problem Statement: Despite the fact that the metaphorical perceptions of university instructors about their students are important in teacher-student interactions in the classroom environment, as they pave the way to an effective teaching-learning process, in Turkey there are a limited number of studies on them. Purpose of the Study: The purpose of this study is to determine the metaphorical perceptions of Turkish EFL Instructors in relation to their students. Method: In this study both qualitative and quantitative data collection techniques were used, by requesting 120 instructors to fill in forms containing prompts such as "students are like.................., because they.........." . Findings and Results: The results of the study revealed that Turkish EFL instructors created 98 valid metaphors. The most frequently repeated metaphors were baby (f=10), soil (f=8), seed (f=7), flower (f=5), child (f=5), puppet (f=4), son/daughter (f=4), white page (f=4), empty box (f=4) and slave (f=4). In accordance with the metaphorical perceptions of the subjects, five conceptual metaphorical categories were determined: 1) Student as raw material, 2) Student as significant other, 3) Student as plant, 4) Students as absolute compliant, 5) Student as animal.
The aim of this study was to determine the metaphorical perceptions of Turkish EFL students about themselves and to group them according to common features. In order to collect data qualitative data collection technique was used.
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