Using insights from teachers' metaphors

McGrath, Ian

doi:10.1080/02607470600782443

Cited by 53 publications

(40 citation statements)

References 11 publications

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“…Through the use of metaphor analysis, EFL teacher candidates' conceptualizations about being a language teacher were investigated in this study. Teacher education could benefit from metaphor research which are important in revealing teachers' implicit concepts about teaching (Greves, 2005;Inbar, 1996;McGrath, 2006;Yob, 2003). Metaphors also reveal certain preferences of teachers about their classroom practices as explained by Tobin & Tippins (1996).…”

Section: Resultsmentioning

confidence: 99%

Examining EFL Teacher Candidates’ Conceptions of English Language Teachers through Metaphors

Arslan¹,

Cinkara

2016

Gaziantep University Journal of Social Sciences

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This study aims to investigate EFL teacher candidates' metaphors regarding English language teachers. The data was collected through 102 teacher candidates' essays written on their views of being an EFL teachers and teaching. The metaphors were qualitatively and quantitatively analyzed. Content analysis of the essays revealed a total of 134 metaphors categorized in four groups: people, objects, actions and animals. The verbs, adjectives and adverbs in the host statements of metaphors were also investigated and were categorized into two groups, namely focus on self-development and focus on other-development. Percentages were calculated and given for metaphors, verbs, adjectives and adverbs in each category.

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Section: Resultsmentioning

confidence: 99%

Examining EFL Teacher Candidates’ Conceptions of English Language Teachers through Metaphors

Arslan¹,

Cinkara

2016

Gaziantep University Journal of Social Sciences

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“…For such reasons, metaphor analysis has become a common instrument of research in education for the inquiry of its different elements or aspects. In this regard, the studies in the field of education mainly revolved around the phenomena such as school (Özdemir & Akkaya, 2013;Saban & Keleşoğlu, 2011;Toker-Gökç e & Bülbül, 2014), teaching (Alger, 2009), learning (Farjami, 2012Kırmızı & Çelik, 2015), teacher (Goldstein, 2005;Seferoğlu, Korkmazgil, & Ölç ü, 2009), coursebook (Kesen, 2010;McGrath, 2006), a certain subject (Güven & Güven, 2009) or a subject matter in a course (Font, Bolite, & Acevedo, 2010;Groth & Bergner, 2005), or a concept in education (Babacan, 2014;Derman, 2014).…”

Section: Use Of Metaphor As a Tool In Educational Researchmentioning

confidence: 99%

“…Therefore, a short survey including items aiming to obtain basic demographic information about the participants and the sentence "The FLT is like __________ for me because __________" which required the participants to fill in the blank with a metaphor and write a sentence for justifying why they chose to generate that metaphor was employed. While deciding on the instrument and its content, some previous studies which used metaphors as their data collection tool (McGrath, 2006;Saban, 2006) were utilized. There were also items asking about how many times they took the FLT(s) and their scores from the last test they took.…”

Section: The Instrumentmentioning

confidence: 99%

An Attempt for the Exploration of Academicians’ Experiences of the Standard Foreign Language Tests Held in Turkey through Metaphors

Yeşilyurt

2016

IJHE

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The purpose of this study is to explore academicians' perceptions and experiences about the public high-stakes Foreign Language Test(s) (YDS, formerly UDS, KPDS, and their counterparts in different times and contexts) used to measure foreign language proficiency in Turkey. For this purpose, data were collected from academicians with different titles, genders, and ages through a survey in which they were asked to complete the sentence "The FLT is like __________ for me because __________" with a one-or-two-word metaphor and a short sentence explaining their reason for the metaphor they choose. Of the over 2600 academicians the survey forms were sent to through an e-mail, 110 filled-in the forms. The data obtained were analyzed verbally and 34 different metaphors were collected. After the analysis of the metaphors, it was drawn that academicians generally have negative feelings and experiences about the foreign language test(s). Keywords: Foreign Language Test, Metaphor, Academicians, Perceptions IntroductionResearch on foreign language teaching in Turkey indicates a general inefficiency and it is widely reported that despite long years, sources, and efforts allotted for language teaching, even university graduates do not have the desirable level of English proficiency (Alagözlü, 2012) to meet even their primary-level communication needs (Paker, 2012) in this language. Therefore, to search the status of foreign language teaching, explore the reasons underlying the difficulties and problems, and find ways of overcoming these difficulties and problems, several studies were conducted on this issue (Can & Can, 2014;Demirpolat, 2015;Haznedar, 2004;Işık, 2008).In one of the studies which focused on this problematic status of language teaching and tried to figure out the reasons behind this status, Solak and Bayar (2015), based on the qualitative data obtained from university students, introduced a list of major challenges in foreign language teaching/learning in Turkey. The participants of this study related these challenges to a number of factors such as language skills, method, approach, practice, linguistic differences in two languages, personal differences, teacher, material, family and environment. Most of the participants summarized their experience of language learning as almost a complete failure. Alagözlü (2012), who defined EFL education in her title as cul-de-sac, held the same issue from the perspectives of academicians in a qualitative research and summarized the sources of problems in language teaching under four main themes as follows: "(1) flaws in Turkish educational system in general, inconsistency in foreign language education policy in particular; (2) learner and learning environment oriented issues; (3) indeterminacy in teaching methodology at schools; and (4) obstacles in language teacher training and maintaining their quality" (p. 1759). In another study, which aimed to evaluate the primary school English textbooks, Haznedar (2009) presented a collection of the sources of the serious probl...

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“…It is not just a form of speech; it is also "more fundamentally a form of thought, having basic epistemological functions" [40] p. 4. Given that it is a way of gaining insight into individuals' way of thinking, it is accepted as a research tool in social sciences (for a review, see [41]). …”

Section: Metaphor As a Research Tool In Language Educationmentioning

confidence: 99%

EFL Learners' Beliefs about Speaking English and Being a Good Speaker: A Metaphor Analysis

Dinçer¹

2017

ujer

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This study aimed to investigate the beliefs of English as foreign language (EFL) learners about speaking in English and being a good speaker of English through metaphor analysis. A phenomenological approach was adopted and 60 EFL learners completed a questionnaire with demographic questions and two prompts focusing on the characteristics of a good English speaker (i.e., "Speaking English is like… because…" and "A good speaker of English is like… because…"). For the first prompt about speaking English, 46 valid metaphors were determined, which were categorized under five conceptual themes. For the second prompts about being a good speaker of English, 27 valid metaphors were given, with six conceptual categories identified. Findings showed that learners mostly perceived speaking as a skill requiring much effort and also giving pleasure. They described a good speaker of English as someone who is fluent at speaking, universal, disarming, wise, privileged and hardworking. The conceptual categories were also described with the speaking achievement and these categories were found to be connected to the degree of achievement. The findings gave insight into a better understanding of the speaking skill and what makes a good speaker of English for language educators.

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Using insights from teachers' metaphors

Cited by 53 publications

References 11 publications

Examining EFL Teacher Candidates’ Conceptions of English Language Teachers through Metaphors

Examining EFL Teacher Candidates’ Conceptions of English Language Teachers through Metaphors

An Attempt for the Exploration of Academicians’ Experiences of the Standard Foreign Language Tests Held in Turkey through Metaphors

EFL Learners' Beliefs about Speaking English and Being a Good Speaker: A Metaphor Analysis

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