ANALYSIS OF PERCEPTION OF PROSPECTIVE TURKISH TEACHER ABOUT FOUR BASIC LANGUAGE SKILLS THROUGH METAPHORS

Abstract

Author(s): Esra LLE MERT

Problem statement of the study was determined as “What are the perceptions of prospective Turkish teachers about 4 basic language skills?” In this study it was aimed to determine 120 prospective Turkish teachers’ perception of listening, speaking, reading, writing skills which are predeterminers in the process of Turkish education and of which prospective teachers would make use of through metaphors. In this qualitative study, phenomenological pattern was used. Content analysis technique was used in the evaluation of data. Participants of the study are 120 prospective Turkish teachers at 1st, 2nd, 3rd, 4th class who receive education at ?nönü University Education Faculty, Department of Turkish Teaching in 2012-2013 academic year. Each of the participants were required to complete sentences “Listening is like …; because …”, “Speaking is like …; because …”, “Reading is like …; because …”, “Writing is like …; because …” in order to reveal their metaphors about listening, speaking, reading and writing which are four basic language skills. Definitions of participants which are written with their own handwriting were used as the basic source of data. Metaphors developed by participants were analyzed in four stages: (1) coding and debugging stage, (2) sample metaphor compilation stage, (3) category development stage, (4) validity and reliability stage. Starting point of the study is based on the fact that four basic language skills should be perceived first of all as element of communication. Prospective teachers are expected to change their perception in this sense; but data of the study supports the fact that these skills are not perceived “element of communication” in first place. What is expected as a result of study is to enable prospective Turkish teachers perceive four basic language skills as “element of communication” or definitely provide this perception in further classes; however in the light of given data it was seen that attainment of four basic language skills does not have such a procedure. In this sense, it can be suggested that courses about four basic language skills and enabling these skills should be increased in department of Turkish Teaching. The existence of four basic language skills which have important place in Turkish education should be increase in course contents; their place and importance should be definitely emphasized and taught.

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