Abstract:

Fiction is a realvaluewhenTurkishTeacher Training Curriculum is takenintoaccount. Turkishteacher is believedto be a persongettingstudentstolovereadingand is alsocrucial in terms of formulating a readingculture. Inthiscontext, it is veryimportantfor us toknowTurkishTeacher’sthoughts in relationto fiction. It is believedthatif a TurkishTeacher has a positiveattitudestowardsreading/novels, his/her studentswillalso be inclinedtoshowpositiveattitudestowards fiction andstudents’chancestoacquirereading-culturewill be increased. When it is consideredthatreadingculturesomewhat is not rooted in ourcountry, it can also be easilyconsideredthatourreadinglevel is not upto a verydesiredandsubstantiallevel.Thisresearchaimstorevealthestudentsperceptionswithregardto fiction throughuse of metaphors. ResearchsampleforthestudyconsistsoftheTurkishLanguageTeacherTraining Studentscontinuingtheireducationperiod at Amasya University, Faculty of Education.Phenomenologicalmethodwasused in thestudy. Forthispurpose, studentsparticipated in thestudywereaskedtoproducemetaphors in relationto fiction. A total of 110 studentsfromFaculty of Education at Amasya UniversitystudyingTurkish Language Teacher Training Programmeparticipated in thestudy. Participantswereaskedtocompletethefollowingprompt : “Novel is like . . . because…..” byfocusing on onemetaphor. Researchrevelaed 66 validmetaphorsand 4 distinctiveconceptualcategoriesbased on theparticipants’ metaphoricalimagesidentified. Thesedefinedcategoriesappearedtobe : fiction as a tool, fiction as a place, fiction as an element of thenatureand as a fiction reflecting life.

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