From students’ and teachers’ perspectives: Metaphor analysis of beliefs about EFL teachers’ roles

Wan, Wan; Low, Graham; Li, Miao

doi:10.1016/j.system.2011.07.012

Cited by 104 publications

(89 citation statements)

References 18 publications

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“…As an increasingly research tool, metaphor analysis is quite helpful in raising reflections in the context of education, revealing the beliefs or conceptualizations of teaching practices (e.g., Jin & Cortazzi, 2011;Wan, Low & Li, 2011;Zhang, 2010 …”

Section: A Conceptual Metaphormentioning

confidence: 99%

Examining English Language Teachers through Metaphorical Analysis

Zhang

2016

TPLS

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Abstract-This paper investigated students' conceptualizations of English language teacher. Metaphors play an essential part in understanding of a variety of disciplines and educational issues. It is regarded as a powerful means to examine students' conceptualizations. This study elicited an exploratory angle, describing student participants' conceptualizations of English language teacher through an analysis of metaphors they created in the 'X is Y' format (e.g., "EFL teacher is … because…"). The elicited metaphors were collected, categorized and analyzed. Through the understanding of students' beliefs of English language teacher, it provided insightful suggestions for EFL teaching.

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Section: A Conceptual Metaphormentioning

confidence: 99%

Examining English Language Teachers through Metaphorical Analysis

Zhang

2016

TPLS

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“…This issue can lead to some detrimental outcomes, such as the deployment of less efficient learning strategies or wasting time with traditional approaches, all of which may result in limited proficiency [33,35]. In addition to these aspects, some researchers have focused on learner perceptions, such as the role of EFL teachers [36] the role of English at an international level [37], while some focus on psychological factors, such as motivation and anxiety [4,38].…”

Section: Language Learners' Beliefsmentioning

confidence: 99%

EFL Learners' Beliefs about Speaking English and Being a Good Speaker: A Metaphor Analysis

Dinçer¹

2017

ujer

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This study aimed to investigate the beliefs of English as foreign language (EFL) learners about speaking in English and being a good speaker of English through metaphor analysis. A phenomenological approach was adopted and 60 EFL learners completed a questionnaire with demographic questions and two prompts focusing on the characteristics of a good English speaker (i.e., "Speaking English is like… because…" and "A good speaker of English is like… because…"). For the first prompt about speaking English, 46 valid metaphors were determined, which were categorized under five conceptual themes. For the second prompts about being a good speaker of English, 27 valid metaphors were given, with six conceptual categories identified. Findings showed that learners mostly perceived speaking as a skill requiring much effort and also giving pleasure. They described a good speaker of English as someone who is fluent at speaking, universal, disarming, wise, privileged and hardworking. The conceptual categories were also described with the speaking achievement and these categories were found to be connected to the degree of achievement. The findings gave insight into a better understanding of the speaking skill and what makes a good speaker of English for language educators.

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“…Bu bakımdan metaforlar, gündelik yaşamdaki olguların, olayların bireyler tarafından nasıl algılandıklarını ifade etmeye yarayan araçlar olarak kullanılabilmektedir. Metafor analizi yöntemi ise bireylerin zihinsel imgelemlerin birer sunumu olan metaforları baz alarak bireylerin olgu ve olayları nasıl algıladıklarını keşfetmek için kullanılan bir yöntem olarak sosyal bilimlerde bir çok araştırmacı (Adu-Ampong, 2016;Albert & Whetten, 1985;Chopra & Doody, 2007;Saban, Koçbeker & Saban, 2007;Nossiter & Biberman, 1990;Nikitina & Furuoka, 2008;Schmitt, 2005;Wan, Low & Li, 2011;) tarafından kullanılmaktadır.…”

Section: Metafor Ve Metafor Analizi Kavramlarıunclassified

Metaphorical perceptions of undergraduate sociology students about Syrian asylum seekers and refugees<p>Sosyoloji lisans öğrencilerinin Suriyeli sığınmacı ve mülteciler hakkındaki metaforik algıları

Uzun

Özcan

2017

HumanSciences

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The issue of Syrian asylum seekers and refugees has become an important problem since these asylum seekers started to cross our borders (April 2011). The aim of this study is to explore the perceptions of undergraduate sociology students towards Syrian asylum seekers and refugees. At this stage, a metaphor analysis will be done by taking into account whether these students took any course on being an asylum seeker or refugee. The participants of the study consist of 166 voluntary undergraduate sociology students who study at different universities in Ankara. The data was collected by the researchers through a demographic information form and metaphor analysis form in which there is an unfinished sentence as follows: "Syrian asylum seekers/ refugees are like … because… ." The participants are expected to fill in the blanks in this sentence. These data were analyzed by using content analysis. We followed five steps during the analysis of metaphors; (1) coding and sorting, (2) compiling sample metaphors, (3) developing categories, (4) testing validity and reliability, and (5) transferring data to pc. In the light of the gathered data, it was found out that the participants produced 60 valid metaphors on the concept of Syrian asylum seekers/refugees. At the end of the research, 8 conceptual Uzun, Z., & Özcan, E. (2017) Journal of Human Sciences, 14(3), 2925-2948. doi:10.14687/jhs.v14i3.4829 2926 categories such as blame/stigmatization, homelessness and being in need, being instructive, solidarity, having no homeland (belonging nowhere), confrontation with reality, struggle and questioning. These categories were assessed by associating the participants with whether they took a course on being an asylum seeker and refugee or not. According to the results of the research, it was found out that for the "blame/stigmatization" and "having no homeland (belonging nowhere)" categories, taking no course was effective, while for the "confrontation with reality" category taking a course was more decisive in the production of metaphors.. Sosyoloji lisans öğrencilerinin Suriyeli sığınmacı ve mülteciler hakkındaki metaforik algıları.

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From students’ and teachers’ perspectives: Metaphor analysis of beliefs about EFL teachers’ roles

Cited by 104 publications

References 18 publications

Examining English Language Teachers through Metaphorical Analysis

Examining English Language Teachers through Metaphorical Analysis

EFL Learners' Beliefs about Speaking English and Being a Good Speaker: A Metaphor Analysis

Metaphorical perceptions of undergraduate sociology students about Syrian asylum seekers and refugees<p>Sosyoloji lisans öğrencilerinin Suriyeli sığınmacı ve mülteciler hakkındaki metaforik algıları

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