Examining English Language Teachers through Metaphorical Analysis

Zhang, Xin

doi:10.17507/tpls.0608.20

Cited by 9 publications

(11 citation statements)

References 13 publications

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“…Previous studies of metaphor analysis emphasized various perspectives of metaphors, including teacher metaphors (Carter & Pitcher, 2010;Yesilbursa, 2012;Kamberi, 2014;Şimşek, 2014;Akinoglu & Eren, 2016;Ural et al, 2016;Yilmaz, 2018), learners' metaphors of teachers (Nainby & Fassett, 2008;Nikitina & Furuoka, 2008;Kesen, 2010;Kitikanan, 2010;Ishiki, 2011;Mouraz et al, 2013;Kamberi, 2014;Bas & Bal-Gezegin, 2015;Su, 2015;Effendi, 2016;Ural et al, 2016;Zhang, 2016;Jitpranee, 2017;Yilmaz, 2018), and others (e.g. Zhang & Song, 2010;Lowery, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

“…This means that teachers can access the mental images of their students' perceptions and reflections of the effectiveness of teachers' teachings on their learning outcomes (Ishiki, 2011). Accordingly, metaphorical studies of students' conceptualizations of their teachers have been conducted in many contexts including China (Zhang, 2016), Malaysia (Nikitina & Furuoka, 2008), the Philippines (Kitikanan, 2010), Thailand (Kitikanan, 2010;Jitpranee, 2017), and Turkey (Bas & Bal-Gezegin, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Chinese Students’ Metaphorical Descriptions of Thai Teachers at a Thai University

Songsirisak

Jitpranee

Lisec

et al. 2022

Malaysian Journal of Learning and Instruction

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Purpose – This paper discusses Chinese students’ negative and positive written feedback about Thai teachers using metaphorical descriptions and the links between it and their classroom experiences. Methodology – An open-response questionnaire was employed to collect the data from 21 Chinese female students. The questionnaire provided both positive and negative “people” or “thing” metaphors of Thai teachers for students’ selection. In addition, students were allowed to use their own metaphors to describe their teachers. Data was analyzed by using open and axial coding techniques. Findings – The results revealed that Chinese students were able to compare Thai teachers with either a “person” or “thing” metaphor and could write a metaphorical description that reflected different aspects of their instructors’ teaching, both positively and negatively. The quality of their descriptions was rich enough to link with their classroom learning experiences. Both positive and negative “people” and “thing” metaphorical descriptions were associated with three different viewpoints: academic, power dynamics, and emotion. The positive “people” metaphorical descriptions were linked to four classroom issues: knowledge and experience, teaching style, motivation, and guardian/protector. In contrast, the positive “thing” and negative “people” and “thing” metaphorical descriptions were linked to three classroom issues: knowledge and experience, teaching style, and emotion. Significance – These findings help to strengthen Thai-Sino understanding of the relationship between Chinese students and Thai teachers. Findings also suggested that Chinese students’ metaphorical feedback should be used with the non-metaphorical assessment form to evaluate and improve Thai teachers’ instructional practices in the Thai-Chinese student exchange curriculum.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Chinese Students’ Metaphorical Descriptions of Thai Teachers at a Thai University

Songsirisak

Jitpranee

Lisec

et al. 2022

Malaysian Journal of Learning and Instruction

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“…Bu amaç için, katılımcılar tarafından üretilen her metafor imgesi (1) metaforun konusu, (2) metaforun kaynağı ve (3) metaforun konusu ile kaynağı arasındaki ilişki bakımlarından analiz edilmiştir. Daha sonra metafor aracılığıyla algı analizine ve kavramlara ilişkin diğer çalışmalar ışığında (Anılan, 2017;Arık ve Yılmaz, 2017;Budak ve Kula, 2017;Çelikkaya ve Seyhan, 2017;Ayyıldız, 2016;Arık ve Özdemir, 2016;Kasapoğlu, 2016;Zhang, 2016;Ekici, 2016) ve okul öncesinde metaforları ele alan çalışmalara (Yazıcı, Çelik, Yıldırım, Altıntaş ve Güneş, 2018;Sözbir ve Çakmak, 2016;Duran ve Dağlıoğlu, 2017;Uysal, Altınkaynak, Taşkın, Akman ve Dinçer, 2016;Korkmaz ve Ünsal, 2016;Usta ve Ültay, 2015;Çocuk, Yokuş ve Tanrıseven, 2015;Kart 2016;Tok, 2018;Uçuş, 2016;Akgün, 2016;Kök, Balcı ve Bilgiz, 2017;Temel, Kanat, Çoban ve Görgün, 2016;Alabay ve Demirbaş, 2017;Giren ve Durak, 2015;Tatlı ve Aytar, 2017;Ulusoy ve Altun, 2017;Pekdoğan ve Kanak, 2015) 17 ulam geliştirilmiştir. 120 metaforu, açıklama tümceleri ışığında 9 ulamdan birine uygun görülmüştür.…”

Section: Ulam Geliştirme Aşamasıunclassified

Okul Öncesi̇ Öğretmenler Ve Öğretmen Adaylarinin “Çocuk” Kavramina İli̇şki̇n Algilarinin Metaforlar Araciliğiyla Anali̇zi̇

Mert¹

2021

JASSS

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“…Metaforu izvērtējums ļauj programmas vadītājiem izdarīt secinājumus un plānot savu darbu tā, lai stiprinātu valodu pasniedzēju ticību sev, ļautu pasniedzējiem apzināties, ka viņiem ir svarīga nozīme mācīšanas praksē. Izmantojot empīriskus datus, pētījumos tiek analizētas tās metaforas, ko piedāvā svešvalodu pasniedzēji vai studenti no dažādiem reģioniem (De Guerrero & Villamil, 2000, 2002Liu, 2010;Wan, Low, & Li, 2011;Lin, Shein, & Yang, 2012;Zhang, 2016;Asmali & Celik, 2017). Tiek piedāvāti dažādi moteļi, lai aprakstītu svešvalodu pasniedzēju reprezentāciju: tiek ņemti vērā gan pasniedzēju, gan studentu skatpunkti.…”

Section: Literatūras Apskatsunclassified

Metaphor Analysis of Teachers’ Roles in the Less Commonly Taught European Languages Programs in China

Kangro

2020

SIE

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Teachers’ individual understanding of the roles in their own profession influences the construction of teacher-student and other work relationships. It is also an important indicator for language program managers to perceive the teaching and learning process. Metaphor analysis is an effective method to raise awareness and reflection of professional roles among teachers. This study employs the open-ended questionnaire to investigate the professional roles of the teachers in the Less Commonly Taught European Languages (LCTELs) programs in China. The framework provided by De Guerrero and Villamil’s research is adapted to design and conduct the questionnaire. The elicited metaphors are collected, categorized and analysed, to answer the research questions: (1) How do the participants metaphorically conceptualize themselves as a LCTELs teacher? (2) Is their perception of roles consistent with the results generated in the previous researches about EFL/ESL practice? (3) Are teachers’ actual and expected professional roles identical? The final 38 collected metaphors were classified into 9 categories. The results either proved the metaphors of some traditional teaching roles in the previous researches, or presented the new ones which rooted in the unique practice of the LCTELs programs.

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Examining English Language Teachers through Metaphorical Analysis

Cited by 9 publications

References 13 publications

Chinese Students’ Metaphorical Descriptions of Thai Teachers at a Thai University

Chinese Students’ Metaphorical Descriptions of Thai Teachers at a Thai University

Okul Öncesi̇ Öğretmenler Ve Öğretmen Adaylarinin “Çocuk” Kavramina İli̇şki̇n Algilarinin Metaforlar Araciliğiyla Anali̇zi̇

Metaphor Analysis of Teachers’ Roles in the Less Commonly Taught European Languages Programs in China

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