The comprehension level of figurative language by 6-8th grade students

Basit Öğe Kaydı
dc.authorscopusid45561165300
dc.contributor.authorKaratay, Halit
dc.date.accessioned2024-09-25T19:44:02Z
dc.date.available2024-09-25T19:44:02Z
dc.date.issued2016
dc.departmentAbant İzzet Baysal Üniversitesien_US
dc.description.abstractWords are not always used with their real meanings which have been achieved through arbitrary social reconciliation. People give a borrowed meaning to the words apart from their real meanings for a reason or through a transfer process they give different meanings to the words consciously. This phenomenon which is described as figurative language may cause a communication problem, if it is not a common code between receiver and transmitter. The process of acquiring figurative language begins in natural atmosphere first and developed by literary texts and activities applied in the class. In the present study the comprehension level of figurative language by 6-8th grade students. Besides, Turkish teachers' opinions in terms of the efficiency of teaching aids are received. Moreover, it was figured as descriptive field research in which qualitative and quantitative methods were used. Reading Comprehension Test (Karatay, 2013) was applied to 1558 students and 10 Turkish teachers were interviewed. It was determined that the comprehension level students' figurative language changes between 50-62, and the level of girls' comprehension figurative level was better than boys. It was also found out that there was a significant difference in terms of comprehension level of figurative language in favor of 7 and 8th grade students. It was also found out that there was a significant difference between academic success and the comprehension level of figurative language in favor of students who are moderate, good and very good. The teachers stated that proficiency of comprehension figurative language effects reading comprehension and academic success, but they also stated that teaching aids and activities are not efficient in teaching figurative language.en_US
dc.identifier.endpage286en_US
dc.identifier.issn1302-5600
dc.identifier.issue210en_US
dc.identifier.scopus2-s2.0-85015223902en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage265en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12491/12620
dc.identifier.volume1en_US
dc.indekslendigikaynakScopusen_US
dc.language.isotren_US
dc.publisherT.C. Milli Egitim Bakanligien_US
dc.relation.ispartofMilli Egitimen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.snmzYK_20240925en_US
dc.subjectFigurative languageen_US
dc.subjectIdiomen_US
dc.subjectTeaching turkishen_US
dc.subjectVocabularyen_US
dc.titleThe comprehension level of figurative language by 6-8th grade studentsen_US
dc.title.alternative6-8. Sinif öğrencilerinin mecazli dili anlama düzeyleri]en_US
dc.typeArticleen_US

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