Abstract:

The aim of this research is to analyze the perceptions of the Turkish Language teacher candidates about the concept of “vocabulary” through metaphors. Participants of the study consisted of 143 teacher candidates who were educated in grades 1, 2, 3 and 4 classes of Turkish Language Teaching Department of Dicle University Ziya Gökalp Education Faculty in the academic year of 2016-2017. To identify the metaphors that participants make about vocabulary, a written form has been given "Vocabulary is like ..."; because ... " and they are asked to fill in the gaps in their expression. In the research, qualitative research methods were used and the obtained data were analyzed by content analysis technique. As a result of the research findings, it was determined that Turkish teacher candidates constitute 128 positive (91,1%) and 11 negative (7,9%) metaphors regagarding “vocabulary” concept. In the light of these results, it can be said that the perceptions of Turkish teacher candidates regarding vocabulary are generally positive. Positive metaphors of the Turkish teacher candidates participating in the research were collected under 11 categories in terms of common features. These categories are ranked according to the metaphor numbers they contain: facilitating communication (n = 25), functionality (n = 22), depth (n = 20), phasing (n = 20), respect and valence (n = 18), part of the whole (n = 9), necessity (n = 5), variability (n = 5), order provision (n = 1), diversity (n = 1), emotion and thought indicators (n = 1). The 11 negative metaphors of the Turkish teacher candidates about the concept of “vocabulary” were collected under 3 different categories: Difficulty and confusion (n = 7), uncertainty (n = 3), hopelessness (n = 1).

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