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Bu araştırmanın amacı lise öğrencilerinin İngilizce kavramıyla ilgili algılarının metaforlar yoluyla belirlenmesidir. Bu nitel çalışmada olgu bilim (Fenomenoloji) deseni kullanılmıştır. Araştırmanın örneklemini Tokat ilinde 5 farklı liseden 9 ve 12. Sınıf aralığında ki 420 öğrenci oluşturmaktadır. Araştırmanın verileri tek sorudan oluşan boşluk doldurma yöntemine göre hazırlanmış bir formla toplanmıştır. Öğrencilerden İngilizceye ilişkin bir metafor geliştirmeleri ve benzetme yönünü de İngilizce ..... benzer, çünkü ....... cümlesini tamamlayarak yazmaları istenmiştir. Verilerin analizinde içerik analiz tekniği kullanılmıştır. Araştırmanın bulgularına göre 249 adet geçerli metafor üretilmiştir. İlk üç sırada yer alan metaforlar sırasıyla şöyledir: “Kitap” (f=11), “Su” (f=9), “Dağ (f=7). Metaforlar “pozitif”, “negatif” ve “nötr” olmak üzere 3 farklı grupta sınıflandırılmıştır. Negatif metaforlara göre, İngilizce öğrenilmesi zor, daima ezber ve tekrar gerektiren bir konu olarak görülmüştür. Pozitif metaforlara göre ise, bazı öğrenciler İngilizcenin önemini ve günlük hayatlarıyla İngilizce arasındaki önemli ilişkiyi kavramışlardır. Ayrıca kız öğrencilerin erkek öğrencilere oranla daha fazla olumlu metafor ürettikleri tespit edilmiştir.
The aim of this study is to determine the perceptions of high school students for the concept of English through metaphors. The phenomenological method has been applied in this qualitative study. The study group is formed by the 420 students attending to five different schools' 9th-12th grads in Tokat. The data was collected using a questionnaire formed with one question prepared in relation to the gap-filling method. To collect the research data, each student was asked to produce a metaphor and to complete the statement "English is like . because . . “To draw an analogy. Content analysis technique was used in this study. According to data analysis, 249 valid metaphors were developed. The most dominant metaphors were respectively "Book" (f=11), "Water" (f=9), "Mountain" (f=7). Metaphors were classified into 3 groups such as "positive", "negative", "neuter". According to negative metaphors, English is difficult to learn and always requires memorizing and needs to be repeated. According to positive metaphors, some of the students accept the importance of English and the relationship between English and their daily lives. Also, it is seen that female students produced much more positive metaphors than male students
The aim of this study is to determine the perceptions of high school students for the concept of English through metaphors. Phenomenological method has been applied in this qualitative study. The study group is formed by the 420 students attending to five different schools’ 9th-12th grads in Tokat. The data was collected using a questionnaire formed with one question prepared in respect to gap-filling method. To collect the research data, each student was asked to produce a metaphor and to complete the statement “English is like . . . because . . .” to draw an analogy. Content analysis technique was used in this study. According to data analysis, 249 valid metaphors were developed. The most dominant metaphors were respectively “Book” (f=11), “Water” (f=9), “Mountain” (f=7). Metaphors were classified into 3 groups such as “positive”, “negative”, “neuter”. According to negative metaphors, English is difficult to learn and always requires memorizing and needs to be repeated. According to positive metaphors, some of the students accept the importance of English and the relationship between English and their daily lives. Also, it is seen that female students produced much more positive metaphors than male students
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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