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Bu araştırmada, Türkçe öğretmen adaylarının yabancı dil olarak Türkçeye yönelik algılarının metaforlar yoluyla ortaya çıkarılması amaçlanmıştır. Araştırmanın çalışma grubunu İstanbul Aydın Üniversitesi Türkçe Öğretmenliği lisans programına kayıtlı 94 öğretmen adayı oluşturmuştur. Araştırmada nitel araştırma desenlerinden olgubilim deseni (fenomenoloji) kullanılmıştır. Veriler Türkçe öğretmen adaylarının “Yabancı dil olarak Türkçe...........gibidir/benzer. Çünkü,..........” ifadesini tamamlamaları ile toplanmıştır. Verilerin analizinde içerik analizi tekniği kullanılmıştır. Öğretmen adayları tarafından geliştirilen metaforlar beş aşamada analiz edilmiştir: (1) kodlama ve ayıklama aşaması, (2) örnek metafor derleme aşaması, (3) kategori geliştirme aşaması, (4) geçerlilik ve güvenilirliği sağlama aşaması, (5) verilerin bilgisayar ortamına aktarma aşaması. Araştırmadan elde edilen bulgulara göre, Türkçe öğretmen adaylarının yabancı dil olarak Türkçeye yönelik geliştirdikleri 45 geçerli metafor yedi kavramsal kategoride gruplandırılmıştır. Bununla birlikte, en fazla tekrar eden metaforlar ağaç, okyanus, bebek, beyin ve hazine olarak bulunmuştur. Elde edilen bulgular tartışılarak önerilerde bulunulmuştur.
In this study, the aim of the Turkish teacher candidates is to reveal their perceptions of Turkish as a foreign language through metaphors. The research study group formed 94 teachers candidates registered in the Turkish Teaching Bachelor program at Istanbul Aydın University. The research has been used in the field of phenomenology (phenomenology). The data of the Turkish teachers candidates "Turkish as a foreign language ...............gibir/similar. Because, “they’ve gotten to complete their statement. In the analysis of data, the content analysis technique is used. The metaphors developed by the teacher candidates have been analyzed in five stages: (1) the coding and extract phase, (2) the sample metaphor aggregation phase, (3) the category development phase, (4) the validity and reliability provision phase, (5) the transfer phase of data to the computer environment. According to the findings obtained from the study, 45 current metaphors developed by Turkish teachers candidates for Turkish as a foreign language were grouped into seven conceptual categories. However, too repeated metaphors were found as a tree, ocean, baby, brain and treasure. The findings were discussed in recommendations.
In this research, it was aimed to reveal preservice Turkish teachers’ perceptions of “Turkish as a foreign language” through the use of metaphors. The participants in this research comprised 94 preservice teachers, registered to Turkish Teaching Program in Istanbul Aydın University. The qualitative research method with phenomenology pattern was utilized in this research. The participants were asked to complete the phrase “Turkish as a foreign language is like ...... because ......” in order to collect data. The data were analyzed with the content analysis technique. Metaphors produced by participants were analyzed in five stages: (1) coding and elimination stage, (2) sample metaphor compilation stage, (3) categorization stage, (4) validity and reliability stage, (5) transferring data to an electronic environment. According to findings, participants produced 45 valid metaphors which were grouped into seven conceptual categories. Besides, most frequent metaphors produced by participants were tree, ocean, baby, brain and treasure. The findings were discussed and recommendations were made.
Field : Eğitim Bilimleri
Journal Type : Ulusal
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