DETERMINATION OF METAPHORIC PERCEPTIONS OF GERMAN TEACHER CANDIDATES IN THE TURKEY TOWARDS GERMAN READING AND WRITING SKILLS

Fatma Karaman

Abstract


The first stage in the learning process is the perception of the learning input by the student. This perception, which develops due to many factors in the learning process, has also great importance in skill acquisition. Therefore, the perception of basic language skills by the students, determining how the students make sense of the skills may contribute to foreign language teaching. In this context, the aim of this study is to determine the perceptions of prospective German teachers about reading and writing skills that enable the use of language. Phenomenology pattern was used in the study. The research data were collected through a form prepared by the researcher. The form contains two sentences that should be completed in order to determine the metaphoric perceptions and reasons of the candidates. The data obtained were evaluated by content analysis. Each skill was analyzed separately. In the study, under 58 metaphors related to reading skills, ten categories were developed: “development, vocabulary learning, opening to different worlds, giving pleasure, being difficult to understand, removing from context, working the brain, requiring continuity, developing pronunciation, being important”. Eleven categories have been developed under 61 metaphors for writing skills. “being difficult, giving importance to grammar, giving pleasure as you succeed, creativity, freedom, creating integrity, requiring a lot of labor, being the most important, being the easiest way to express thoughts, being permanent, new things learning”.

 

Öğrenme sürecindeki ilk aşama öğrenme girdisinin öğrenci tarafından algılanmasıdır. Öğrenme sürecinde birçok faktöre bağlı olarak gelişen bu algı, beceri ediniminde de büyük bir öneme sahiptir. Dolayısıyla öğrenciler tarafından temel dil becerilerinin algılanma biçimi, öğrencilerin becerileri nasıl anlamlandırdıklarının belirlenmesi yabancı dil öğretimine katkı sağlayabilecektir. Bu bağlamda bu çalışmanın amacı Almanca öğretmen adaylarının dilin kullanımını sağlayan okuma ve yazma becerilerine ilişkin algılarını belirlemektir. Çalışmada fenomenoloji deseni kullanılmıştır. Araştırma verileri araştırmacı tarafından hazırlanan bir form aracılığıyla toplanmıştır. Formda adayların becerilere ilişkin metaforik algılarını ve gerekçelerini belirlemek amacıyla tamamlanması gereken iki cümle yer almaktadır. Elde edilen veriler içerik analizi yapılarak değerlendirilmiştir. Her bir beceri için ayrı ayrı analizler yapılmıştır. Çalışmada okuma becerisine ilişkin 58 metafor altında “gelişme, kelime öğrenme, farklı dünyalara açılmak, zevk vermek, anlaması güç olması, bağlamdan çıkarma, beyni çalıştırma, süreklilik gerektirmesi, telaffuz geliştirme, önemli olması” olmak üzere on kategori; yazma becerisine ilişkin 61 metafor altında “zor olması, dilbilgisine önem verme, başardıkça zevk vermesi, yaratıcılık, özgürlük, bütünlük oluşturma, çok emek gerektirmesi, en önemli olması, düşünceleri dile getirmenin en kolay yolu, kalıcı olması, yeni şeyler öğrenme” olmak üzere on bir kategori geliştirilmiştir.

 

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reading skills, writing skills, teaching German, metaphoric perception, German teacher candidates / okuma becerisi, yazma becerisi, Almanca öğretimi, metaforik algı, Almanca öğretmen adayları

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