Özet:

The aim of this study is to determine the metaphorical perceptions of prospective Turkish teachers about critical listening. The research was conducted in accordance with the phenomenology design. The study group of the research consists of 50 pre-service teachers studying in Turkish Language Teaching program, Faculty of Education, Istanbul Aydın University in the Spring Semester of 2020-2021 Academic Year. A form developed by the researchers was used to collect the research data. The first part of the form was devoted to the personal information of the prospective Turkish teachers, and the second part included three sentences that were left incomplete as "Critical listening is like... for me because..." in order to determine the views of the prospective teachers on critical listening and to obtain different metaphors. The data collected from the pre-service teachers were analyzed by content analysis technique. Based on the findings obtained from the study, prospective Turkish teachers produced 119 valid metaphors for critical listening. 89 of these metaphors were not repeated. These metaphors were grouped under 15 categories depending on the conceptualized area. It was revealed that the first three metaphors most frequently used by prospective Turkish teachers for critical listening were "water" (4.20%), "book" (2.52%) and "point of view" (1.68%). In the study, it was determined that some prospective Turkish teachers had difficulty in producing the second or third metaphor, they made explanations that were not directly related to the metaphor while justifying the metaphor they expressed, and the metaphors they preferred were generally similar to each other, but there were few repetitions. Gender-based differences were identified in some categories and concepts. Based on these results, various suggestions were made for future studies.

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