Gaining Insights into Preparatory School Instructors’ and Students’ Metaphorical Images of EFL Writing Instructors through Metaphor Analysis

Kaya Nur Çalişir Gövenç,Yeşim Keşli̇ Dollar

doi:10.17275/per.16.14.3.3

Abstract

The purpose of this study is to investigate the English Preparatory School instructors' and students’ metaphorical images of English as a Foreign Language (EFL) writing instructors at a foundation university in Istanbul, and also, explore whether there is any consistency of the conception of metaphorical images of EFL writing instructors given by preparatory school students and preparatory school English instructors. A sample of 58 EFL instructors and 335 students participated in this study. Data was obtained through metaphor surveys and semi-structured interviews. The findings of the study showed that most of the instructors and students have a tendency to generate metaphors in the Learner-Centered Growth perspective. It is also suggested that preparatory school instructors’ and students’ metaphorical images and cognitions of EFL writing instructors should be surfaced and acknowledged. Therefore, EFL writing instructors should look into their teaching ways and styles to detect good or other parts to consider in their teaching styles under the light of tacit and unexamined thoughts coming from both students and instructors. Lastly, EFL instructors and teacher educators and trainers may have an idea how they are perceived, how they teach and how students learn.

Highlights

The fields of L2 writing and teachers cognition have become one of the essential research topics in recent years
The purpose of this study is to investigate the English Preparatory School instructors' and students’ metaphorical images of English as a Foreign Language (EFL) writing instructors at a foundation university in Istanbul, and explore whether there is any consistency of the conception of metaphorical images of EFL writing instructors given by preparatory school students and preparatory school English instructors
EFL writing instructors should look into their teaching ways and styles to detect good or other parts to consider in their teaching styles under the light of tacit and unexamined thoughts coming from both students and instructors

Summary

Introduction

The fields of L2 writing and teachers cognition have become one of the essential research topics in recent years. There have been some studies on these areas separately (Borg, 1999; Borg, 2003; Hammerness, 2003; Seferoğlu, 2009; Korkmazgil, & Ölçü, 2009), but it seems difficult to find an exact and appropriate research if it is needed to combine them in a qualified study. Teachers’ attitudes and beliefs have a great impact in the classroom environment, the relations to their students and their own learning process (Borg, 2003; Richardson, 1996). Writing is a complex process, which requires written production of EFL learners. It can be observed that EFL learners have difficulties in writing compositions in another language. In order to be successful, they sometimes trust on their beliefs and what they have brought into

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