YABANCILARA TÜRKÇE ÖĞRETENLERİN DİL BİLGİSİ ÖĞRETİMİNE İLİŞKİN ALGILARI: BİR METAFOR İNCELENMESİ
In this article, the teaching grammar perceptions of TFL teachers were examined through metaphors with Metaphor Theory. The data acquired by metaphor analysis are interpreted in Three-Dimensional Grammar, which is the source of grammar teaching. The fact that no studies explaining TFL teachers' perceptions of teaching grammar and the dimensions of grammar in classes make this study necessary. The case study which is a case study as one of the qualitative research designs started with pre-interviews and continued with semi-structured interviews via voice-recording. These records were transcribed and metaphors were examined through metaphor analysis. Finally, course observations, assignments and worksheets were examined: 534 metaphors and 54 conceptualizations were obtained. In conclusion, teachers used metaphors allowed for the conceptualizations of “Grammar is a thing”, “Grammar is a piece/whole” and “Grammar is a tool.” It shows that the form dimension of grammar is in focus; this prevents grammar from being a skill.
Metaphor, theory of metaphor, Turkish as a foreign language, grammar, three-dimensional grammar.