Abstract:

In this study, the perceptions of teaching the language knowledge of Turkish teachers to foreigners were studied using metaphors based on the Metafor Theory. The data obtained by metaphors is interpreted in the three-dimensional language knowledge base, which is in source in terms of language knowledge teaching. In the field, it is necessary for foreigners to explain the perceptions of the language knowledge of the Turkish teachers if there is no study containing the reflections of the dimensions of the language knowledge in the classes. Qualitative research patterns used interview, observation and document examination in the research established with the case study. After the first meeting with the participants, semi-configured conversations recorded by the audio recording method were conducted. These records have been decrypted and studied through metafor analysis in the context of content analysis. Finally, the lesson observations, tasks and paper examinations were carried out. The study found 534 metaphors and 54 conceptions.  Participants are subject to “language knowledge.“The knowledge of language is whole/part.” “Language is a means of knowledge.” They used metaphors that enable them to understand. This result shows foreigners that the form size of language knowledge in Turkish teaching is focused and prevents it from becoming a skill.

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