Metaphorical conceptualizations of Arab learners of Turkish

Ariogul, Sibel; Uzun, Tarik

doi:10.1016/j.sbspro.2011.04.059

Cited by 6 publications

(8 citation statements)

References 10 publications

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“…Studies in the literature show similar results that support this finding. In studies conducted by Ariogul and Uzun (2011), Akkaya (2013), Boylu and Işık (2017), most of the participants who learned Turkish as a foreign language produced valid metaphors for Turkish. However, in Göçen's (2019) study, it was also determined that one-fourth of the participants could not produce valid metaphors.…”

Section: Discussionmentioning

confidence: 99%

“…Studies on metaphors in teaching Turkish as a second language are limited. The studies on this subject were carried out by Akkaya (2013), Ariogul and Uzun (2011), Boylu and Işık (2017), Göçen (2019) and Kalenderoğlu and Armut (2019). In the study conducted by Ariogul and Uzun (2011), metaphors reflected the positive aspects of Arabic students' Turkish learning experiences.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The studies on this subject were carried out by Akkaya (2013), Ariogul and Uzun (2011), Boylu and Işık (2017), Göçen (2019) and Kalenderoğlu and Armut (2019). In the study conducted by Ariogul and Uzun (2011), metaphors reflected the positive aspects of Arabic students' Turkish learning experiences. Akkaya (2013), in his research examining the perceptions of Syrian refugees towards Turkish, states that the most of the participants have developed positive metaphors and have positive perceptions.…”

Section: Literature Reviewmentioning

confidence: 99%

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: “Akademik Türkçe… Gibidir”: Uluslararası Öğrencilerin Akademik Türkçe Kavramına İlişkin Agıları

Moralı¹,

ÇİMEN

2022

Dil Eğitimi Ve Araştırmaları Dergisi

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The aim of this study is to reveal international students' perceptions of academic Turkish through metaphors. The participants of the study consist of international students who study academic Turkish at Erciyes University Continuing Education Center. The data of the research were obtained by filling the gaps in the expression given as "Academic Turkish, in my opinion, is like… Because… ” " by international students. This research was carried out by using a phenomenological research design and the data obtained were analyzed by content analysis. The findings of the study show that there are more positive and valid metaphors formed by international students towards the concept of academic Turkish. Positive metaphors reveal that international students perceive academic Turkish as a need and that academic Turkish prepares a substructure. Besides academic Turkish guides, and improves. Negative metaphors reflect that Academic Turkish is seen as a waste of time.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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: “Akademik Türkçe… Gibidir”: Uluslararası Öğrencilerin Akademik Türkçe Kavramına İlişkin Agıları

Moralı¹,

ÇİMEN

2022

Dil Eğitimi Ve Araştırmaları Dergisi

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“…The third of our research questions concerned the reasons participants gave for their potential interest in relating mythology and teacher professionalism. This revealed that the activity provided them with illuminating holographic scaffolds by proposing complex metaphorical themes in which concepts, emotions and behaviours were intertwined, enabling them to relate their own personal experiences to unknown situations and connect the known and the less familiar (Quinn, 2002), thus reaching a new understanding of their experience (Saban, 2010) and reinterpreting their accounts as epics in this context of cooperative and reflective learning. This same reflection led to the emergence and construction of professional meaning and identity to the extent that it examined personal experience and related it to other experiences and knowledge at the same time as forming part of a community of learners (Glass & Rud, 2012).…”

Section: Discussionmentioning

confidence: 99%

Classical Myth in the University: A Contribution to Professional Teacher Development

Gomis¹,

Martínez²,

Cabezas³

2018

IES

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The use of Classical Greek myth as a narrative and metaphorical tool can contribute to the construction of a professional teaching identity. Adopting a biographical narrative approach, the present study sought to assess this contribution in a group of teacher and researcher trainees undertaking a postgraduate university course. The construction of personal narratives used for collective interpretation by the participants that generated them was analysed and interpreted in relation to the development of teacher professionalism. Our findings show the effective activation of metacognitive processes in order to rethink teacher professionalism from a narrative point of view. Using the structure and content of Classical myths as a scaffold, participants established valuable reflections on crucial aspects of teaching, identifying personal achievements and conquests as well as fears and insecurities. The structures latent in myth provided an effective framework with which to project and identify at least three hermeneutical themes—symbolism, function and structure—that form constituent elements of professional identity and are not only intertwined but are also constituted within a community of practice. Thus, Greek myths continue to offer an interesting cognitive and emotional scaffold that contributes to teacher professionalism, facilitating the formulation of a reflective, collaborative and personal meaning of identity which brings together personal teaching experiences and knowledge and is necessarily shared with the surrounding community of practice.

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“…On the other hand, much research has been carried out on metaphors during the last three decades, some cases defining them (Ellis & Barkhuizen, 2009;Massengill Shak & Mahlios, 2008), or focusing upon teachers (Saban, Kocber, & Saban, 2007;Leon-Carillo, 2007), or students (Saban, 2010), or school environments and languages (Mahlios & Maxson, 1998;Arıoğul, & Uzun, 2011).…”

Section: Introductionmentioning

confidence: 99%

Metaphorical Perceptions of Turkish EFL Instructors in Relation to Their Students

Elkiliç¹,

Aybirdi²

2016

European Proceedings of Social &Amp; Behavioural Sciences

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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.

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Metaphorical conceptualizations of Arab learners of Turkish

Cited by 6 publications

References 10 publications

: “Akademik Türkçe… Gibidir”: Uluslararası Öğrencilerin Akademik Türkçe Kavramına İlişkin Agıları

: “Akademik Türkçe… Gibidir”: Uluslararası Öğrencilerin Akademik Türkçe Kavramına İlişkin Agıları

Classical Myth in the University: A Contribution to Professional Teacher Development

Metaphorical Perceptions of Turkish EFL Instructors in Relation to Their Students

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