Metaphoric Perceptions of Pre-Service Teachers Studying in Language Teaching Towards Concept of Writing (Composition)
Author :
Year-Number: 2019-Volume 11, Issue 2
Language : null
Konu :
Abstract
Keywords
Abstract
This study aimed to determine metaphoric perceptions of pre-service teachers who studied in the field of language teaching regarding the concept of writing (composition). The research involved 122 participants from second, third, and fourth grade pre-service teachers who studied in Turkish Language Teaching department of Buca Education Faculty, Dokuz Eylül University, and it took place at the end of 2016-2017 academic year. To collect data, special forms that inquire demographic knowledge of participants and ask students to complete the sentence “Writing (composition) is like ………, because………” were used. Following the analysis of 122 metaphors obtained from the forms, three field specialists were consulted to construct six conceptual categories. To reveal the way metaphors were distributed, a content analysis was run using computer package software (Nvivo 12 PLUS). The results indicated that metaphors related to “writing (composition)” were accumulated around six conceptual categories as follows: forming integrity, constructing thought diversity, transfer tool, relaxation and healing, quality, and storing knowledge.
Keywords
- A human being respectively acquires the native language by listening, applies it by speaking, expands the vocabulary by reading, and attempts to reflect the self through authentic writing (Celik & Cetinkaya, 2014: 131). Writing as a language skill develops more slowly and requires more effort since it is acquired depending on other basic language skills (Taysi & Taskin, 2018; Aydın, Innali & Uyumaz, 2017; Topuzkanamis, 2014; Bayat, 2014; İseri & Unal, 2012; Karakaya & Ulper, 2011; Karatay, 2011).
- Considering the definitions of writing among the literature, it is highlighted that it is a skill which develops with dependence to other basic language skills and aspects such as individual’s world knowledge, word existence, writing knowledge, schematic background (Bayat, 2014: 155) and requires different processes such as thinking and gathering thoughts systematically (Ungan, 2007; Gocer, 2013).
- White and Bruning (2005) stated that writing beliefs are systematically associated with the text quality produced by writers and affects writers’ participation to writing process. Images that individuals generated
- Ahmet Pehlivan & İbrahim Seçkin Aydın & Emine Kitiş & Eylem Ezgi Özdemir with regards to writing are reflected either positively or negatively depending on their anxieties, worries and goals. Therefore, the way pre-service teachers that study for professions requiring development of language skills perceive the image of writing is especially vital for both their own writing skills and their capabilities of maintaining that skill in their professions. The number of studies on metaphor is quite high on the ground that exploring negative or positive perceptions towards a subject can lead to designing applicable methods with suitable approaches (Farrel, 2016; Doğan, 2017; Cerit, 2008; Botha, 2009; Arslan & Bayrakçı, 2006; Chen, 2003; Aykaç & Çelik, 2014; Dumanlı Kadızade, 2014; Spring, 2016; Beyoğlu & Ergin, 2018; Ahmady, Yaghmaei, Arab & Monajemi, 2016). Claiming that metaphor is not merely a language problem, Lakoff and Johnson (2005) pinpointed that thinking process of individuals is largely metaphorical. Similarly, Modell (cited in Aydın & Pehlivan, 2010) related metaphor with the thought and described metaphor as a bridge between knowledge and emotion. Bessant (2002) stated that metaphor is used to fill the gap between topic and object and has vital importance on the understanding of the world. In connection, it can be deduced that individuals make connections between various elements to interpret nature, human, environment, and phenomena; thus, this type of perception possesses metaphoric features. Human perception and metaphoric features of the language led metaphor to have a vital place in scientific field. Numerous studies were conducted particularly in social sciences (Lakoff & Johnson, 2005; Keneş, 2006; Avis, Aitken & Ferguson, 2012; Yılmaz Sert, 2012, Piştof & Şanlı, 2013). Suggesting that the most complicated thoughts, meanings, explanations, and associations from science to politics and from literature to economics find meaning through metaphors, Yıldırım and Şimşek (2013) stated that metaphors enable “knowing” as tools for humans to understand nature and environment, to interpret meanings out of objective realities appearing meaningless, and to embed meaning to experience; in addition, it can be used as a scientific data collection tool. In their research, Vadeboncoeur and Torres (2003) explored that metaphors are purposed with various functions; modeling, curriculum development, aiding planning, promoting learning and creativity, guiding the practice in teacher training, and altering traditional thinking styles to reconstruct conceptual change and role. Current research carries resemblances to these examples in a way that a potential effect of studies particularly about perceptions of pre-service teachers on the subject of teacher training and curriculum regulation is assumed. In addition, Aydın and Pehlivan (2010) who regarded transfer of thought as a crucial function of language emphasized that the use of metaphors to explain terms related to education environments such as school, classroom, student, teacher, etc. can be exploited as an important tool to detect perceptions and understandings. According to Tompkins (2002), metaphors which are used by individuals per four minutes are frequently-used linguistic tools in speaking and writing processes. To Karakuş & Baki (2017: 575), the use of metaphors become more dominant in writing since writing process is a shaping process in which individuals symbolize all vital realities that involve affective and mental states making up cognitive codes via letters. When the literature on metaphoric perceptions towards writing skill is examined, it is evident that the number of studies is quite limited. Erdoğan & Erdoğan (2012) identified 14 categories (interchange, knowledge, fun, infinite, subsequent, diversity/depth, development, boring, scary, painting, language tool, need, tiresome, and likeable objects) regarding metaphoric perceptions of 5th grade students towards writing. Topçuoğlu Ünal and Tekin (2013) revealed three categories in their study on Turkish language pre-service teachers’ metaphoric perceptions towards critical writing skill as the following: versatile thinking, objectivity, and equal treatment. Lüle Mert (2013) who conducted a research study on metaphoric perceptions of Turkish language pre-service teachers towards four basic language skills of Turkish Language Teaching field that are listening, speaking, reading, and writing revealed following insight: 100 students out 120 considered language skills as “a valuable action” while 86 regarded it as “need”; 83 students as “communication element”, 63 as “an exciting action”, 50 of them as “an action from life itself”, 31 as “hard and tedious action”, 18 as “source of life”, 16 as “habitat”, 12 as “a complex action”, 11 of them as “a compulsory action”, 6 of them as “an obscure action”, and 4 of the students pictured it as “a type of living being”. In the study in which metaphors primary education pre-service teachers used for Turkish and learning areas (listening, speaking, reading, and writing) were investigated, Ulusoy (2013) found that under four categories, there were 944 applicable metaphors, and pre-service teachers mostly attempted to explain Turkish with metaphors under structure and music categories. Susar Kırmızı & Çelik (2015) focused on metaphor perceptions of 2nd grade primary school students towards first reading and writing process and identified 13 themes as plants, growth of plants, nature, travel, imagination, fun, development, personification, skill, sport, space, food, and innovation. In his research on Turkish pre-service teachers’ metaphoric perceptions regarding listening, speaking, reading, and writing which are basic language skills of Turkish Language Teaching field, Bozpolat (2015) developed 26 different metaphors in total under 7 categories as follows: writing as a relaxation tool, writing as a creative action, writing as a recording tool, writing as a tool for translating emotions, writing as a tool for reaching goals, writing as an action performed after collection, and writing as a rule-governed action. Tiryaki & Demir (2016), in their research to identify metaphoric perceptions of Turkish Language Teaching department students towards writing skill, revealed 5 conceptual categories and 72 metaphors. The category students generated most metaphors was transfer (41.6%) whereas the lowest number of metaphors was generated for the category of infinity (8.3%). The research conducted by Karakuş & Baki (2017) focusing on the perceptions of Turkish and primary school pre-service teachers towards writing concept and the problems they faced in the writing process categorized metaphors associated with writing under seven subheadings referred to as therapy, collection, order, reflection, guide, infinity, and chaos. In conclusion, metaphors can be benefitted since it pictures the perception towards language skills, and detects the perception towards writing skill in particular. Previous research shows that Turkish teachers have positive perspectives towards language skills, especially writing skill; in addition, affective (relaxation tool, therapy, etc.) and cognitive (a complex action, collection, etc.) perceptions are revealed. Therefore, this study will attempt to identify metaphoric perceptions of Turkish pre-service teachers towards writing skill on the grounds that it can determine the perceptions towards writing skill, that it can be useful to detect problems faced in the teaching of writing skill and their sources, and that it can be beneficial to shape the future of writing skill instruction. Pre-service teachers go through various experiences both during the time they spend in teacher training programs and their previous lives. Especially in teacher training programs, certain lessons such as Writing Education and Special Teaching Methods include theoretical and practical education with regards to teaching. This way, along with instructional activities, pre-service teachers are involved in the process of shaping writing education during the pre-service period. Pre-service teachers are expected to possess writing-related knowledge on both theoretical and practical levels. On the condition that a pre-service teacher lacks theoretical knowledge, students will likely receive inadequate information on writing just as a pre-service teacher with insufficient practical knowledge will construct an incorrect writing knowledge among students. Moreover, pre-service teachers with a negative perception towards writing will not only affect students’ theoretical or practical facilities negatively, but also devalue writing skill in the eyes of students, who will, in turn, perceive it negatively. That is why, it is crucial to determine pre-service teachers’ perceptions towards writing skill on the grounds that it displays their writing competences related to their professional lives and their lacking points serve as recommendations for the lesson plan. Research questions The main consensus of studies on metaphor in the literature is to reveal pre-service teachers’ perceptions towards the factors in educational process and generate solutions to the problems faced during it. In addition, one of the primary objectives of Turkish language teaching is to develop writing skill; thus, it is particularly important to detect Turkish pre-service teachers’ perceptions towards writing concept and the meanings they attributed to the skill so as to flourish their writing skills. That is why, the purpose of the research is to identify metaphoric perceptions of Turkish pre-service teachers in Buca Education Faculty of Dokuz Eylul University regarding writing (composition) concept. To serve this purpose, an answer is sought to the question “How do Turkish pre-service teachers metaphorically channel their thoughts regarding the concept of writing (composition)?”. Material and Methods Research Method The study in which Turkish pre-service teachers’ perceptions of writing (composition) concept were investigated through metaphors, employed phenomenology which is one of the qualitative research methods as the research design. In phenomenological studies, personal perceptions of individuals who are capable of identifying and defining the focused phenomenon, and the meanings they attribute to them are determined (Yıldırım & Şimşek, 2013). Phenomenological research aims at extracting the collective meaning of past experiences (Creswell, 2013). Sample / Participants Participants of the study included 122 Buca Education Faculty, Turkish Language Teaching 2nd, 3rd, and 4th grade pre-service teachers in Dokuz Eylul University. Selection of the participants was made in accordance with convenience sampling method. In convenience sampling, when the population of the research is designed as easily accessible and proximal, pace and practicality of the research are increased (Yıldırım & Şimşek, 2013). Table 1 below presents basic information related to the research group. Table 1. Distribution of Participants in terms of Grade and Gender Variables Info Number Grade
- As the initial step, forms that 137 pre-service teachers filled out were listed by assigning numbers to them. The data collected from 137 forms were subjected to a content analysis to be examined by the group of researchers in terms of detecting metaphors generated by Turkish pre-service teachers related to writing (composition) concept and categorizing different metaphors. Next, the categorized metaphors were assigned names to divide into various umbrella themes. Following the naming, 15 metaphors thought to be weak and non-associable were excluded from the data set. Remaining 122 metaphors were independently examined and categorized. During this stage, a consensus among the group of researchers was sought. Comparisons made to detect the number of rater agreement and disagreement used Miles and Huberman’s (1994) formula (Reliability=agreement / agreement + disagreement) to measure reliability of the research. It was measured that 85% of agreement (reliability) was reached in the study. Considering the division of metaphors under categories, a consensus among researchers was settled, and to shape the findings three field scholars were consulted. To investigate the way metaphors were distributed in generated categories, a content analysis was run by using computer package software (Nvivo 12 PLUS). Finally, findings were tabulated to indicate frequency rates, and they were interpreted in the light of metaphors produced by pre-service teachers. Findings and Discussion
- As can be inferred from the metaphors produced, there are several reasons that drive the individual to write; however, out of all these reasons, the need for internal relief is the most prominent one. Tok et al. (2014) who emphasize the psychological side of writing in their study state that “many students face their problems by writing and regard it as a way of relief.”
- Regarding the literature, the research Tiryaki & Demir (2016) conducted on pre-service Turkish language teachers reached similar conclusions, and 72 metaphors in addition to five conceptual categories were identified as the following: transfer, life, art, freedom, and infinity. Furthermore, Bozpolat (2015) investigated Turkish language pre-service teachers’ metaphoric perceptions towards four basic language skills, and among 30 pre-service teachers, several metaphors related to each skill were identified respectively as; 26 metaphors for listening skill, 24 for speaking, 25 for reading, and 26 different metaphors for writing skills. In the study, it was stated that related metaphors dispersed around seven categories for each skill area. While “reaching the information/as a learning tool” category was shared by metaphors related to both listening and reading skills, similarly, the categories referred to as “As a relaxation tool”, “A creative-authentic action” and “As a tool for shaping down emotions” coincided with each other in terms of metaphors used for speaking and writing skills. Moved by this circumstance, the researcher pinpointed that individuals feel relieved when they talk in the sense of narration- namely transfer- and writing that they put forth a creativeauthentic product and shape down their emotions. Similar to what Bozpolat (2015) contributed, this research study revealed that pre-service teachers regard writing as a transfer tool.
- Flower, L., Hayes, J.R. (1981). A cognitive process theory of writing. College Composition and Communication,
- 32(4), 365-387. Göçer, A. (2010). Türkçe öğretiminde yazma eğitimi. Uluslararası Sosyal Araştırmalar Dergisi, 3(12), 178–195. Göçer, A. (2013). Türkçe öğretmeni adaylarına göre yazma becerisinin ediniminde ve gelişiminde etkili olan
- unsurlar. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 10(24), 1-14. Hayes, J. (2012). Modeling and remodeling writing. Written Communication, 29(3), 369–388. İşeri, K., Ünal, E. (2012). Türkçe öğretmen adaylarının yazma kaygı durumlarının çeşitli değişkenler açısından
- incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 8(2), 67-76. Karakaya, İ. ve Ülper, H. (2011). Yazma kaygısı ölçeğinin geliştirilmesi ve yazma kaygısının çeşitli
- değişkenlere göre incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 11(2) 691-707. Karakuş Tayşi, E., Taşkın, Y. (2018). Ortaokul öğrencileri için yazma kaygısı ölçeğinin geliştirilmesi: geçerlik
- ve güvenirlik çalışması. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 7(2), 1172-1189. Karakuş, N., Baki, Y. (2017). Öğretmen adaylarının yazmaya ilişkin algıları ve yazma sürecinde karşılaştıkları
- güçlükler: RTEÜ örneği. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18(1), 573-593. Karatay, H. (2011). 4+1 planlı yazma ve değerlendirme modelinin öğretmen adaylarının yazılı anlatım
- tutumlarını ve yazma becerilerini geliştirmeye etkisi. Turkish Studies, 6(3), 1029-1047. Karatay, H. (2013). Süreç temelli yazma modelleri 4+1 planlı yazma ve değerlendirme modeli. (Ed: M. Özbay). Yazma
- Eğitimi. Ankara: Pegem Akademi. Kellogg, R. T. (1996). A model of working memory in writing. In C. M. Levy & S. Ransdell (Eds.), The science of
- Erlbaum. Keneş, H. Ç. (2016). Metaforun ayrımcı hegemonyanın inşasındaki rolü: Suriyelilerin haberleştirilmesinde
- metafor kullanımı. Gaziantep University Journal of Social Sciences, 15(2), 253-280. Lakoff, G., Johnson M. (2005). Metaforlar, hayat, anlam ve dil. İstanbul: Paradigma Yayıncılık. Li, X. (2012). The Role of teachers’ beliefs in the language teaching-learning process. Theory and Practice in
- Language Studies, 2(7), 1397-1402. Lüle Mert, E. (2013). Türkçe öğretmen adaylarının dört temel dil becerisine ilişkin algılarının metaforlar
- aracılığıyla analizi. Uluslararası Sosyal Araştırmalar Dergisi, 6(27), 357-372. Miles, M. B., Huberman, A. M. (1994). Qualitative data analysis: an expanded source book, (2nd. Ed.). USA: SAGE
- Publication. Pajares, M. F. (1992). Teachers’ beliefs and educational research: cleaning up a messy construct. Review of
- Educational Research, 62(3), 307-332. Saban, A. (2008). Okula ilişkin metaforlar. Educational Administration: Theory and Practice, 55, 459-496. Spring, J. (2016). The power of metaphor in rural music education research. Action, Criticism, and Theory for
- Music Education, 15(4), 76-10. Susar Kırmızı F., Çelik, D. (2015). İlkokul öğrencilerinin ilk okuma yazma öğrenme sürecine ilişkin metafor
- algıları. Turkish Studies, 10(10), 793-816. Thompson, A. G. (1992). Teachers' beliefs and conceptions: a synthesis of the research. In D. A. Grouws (Ed.),
- Handbook of research on mathematics teaching and learning, 127-146, New York: Macmillan. Tiryaki, E. N., Demir, A. (2016). Türkçe öğretmeni adaylarının yazma becerisine yönelik metaforik algıları.
- Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(33), 18-27. Tok, M., Rachim, S., Kuş, A. (2014). Yazma alışkanlığı kazanmış öğrencilerin yazma nedenlerinin incelenmesi.
- GEFAD/GUJGEF, 34(2), 267-292. Tompkins, G. E. (2002). Language arts: content and teaching strategies. (5. ed.). Upper Saddle River, NJ:
- Merrill/Prentice Hall. Topçuoğlu Ünal, F., Tekin, T.M. (2013). Eleştirel yazmaya ilişkin Türkçe öğretmeni adaylarının metaforik
- Topuzkanamış, E. (2014). Yazma stratejileri öğretiminin Türkçe öğretmenliği birinci sınıf öğrencilerinin yazılı anlatım
- başarısı ve yazma kaygısına etkisi, Gazi Üniversitesi: Ankara. Ulusoy, M. (2013). Sınıf öğretmeni adaylarının Türkçe ve öğrenme alanları ile ilgili metaforları. Akdeniz Eğitim
- Araştırmaları Dergisi, 7(14), 1-18. Ungan, S. (2007). Yazma becerisinin geliştirilmesi ve önemi, Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. Vadeboncoeur, J. A., & Torres M. N. (2003). Constructing and reconstructing teaching roles: a focus on
- 103. White, M. J., Bruning, R. (2005). Implicit writing beliefs and the irrelation to writing quality. Contemporary
- educational psychology, 30(2), 166-189. Wijk, C. (1999). Conseptual process in argumantation: A developmental perspective. In G. Rijlaarsdamand E. Esperét
- conseptual processes in text production, 31-50, Amsterdam: Amsterdam University Press. Williams, M., Burden, R. (1997). Psychology for language teachers. Cambridge: Cambridge University Press. Yıldırım, A., Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınları. Yılmaz Sert, N. (2012). Online aktivizm araçları yolu ile oluşturulan etkilerin metafor kullanılarak açıklanması,
- 126- 140. Zheng, H. (2009). A review of research on Efl pre-service teachers’ beliefs and practices. Journal of Cambridge
- Studies, 4(1), 73-81. Zimmerman, B.J., Risemberg, R. (1997). Becoming a self-regulated writer: a social cognitive perspective.
