The effect of the conceptual metaphor theory on the teaching of orientation idioms in teaching Turkish as a foreign language

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dc.authorid0000-0003-1820-0361en_US
dc.authorid0000-0002-3464-8716en_US
dc.authorid0000-0002-2636-1221en_US
dc.contributor.authorKaratay, Halit
dc.contributor.authorKartallıoğlu, Nurettin
dc.contributor.authorZorpuzan, Sena Sapmaz
dc.contributor.authorTezel, Kadir Vefa
dc.date.accessioned2023-08-31T11:36:31Z
dc.date.available2023-08-31T11:36:31Z
dc.date.issued2022en_US
dc.departmentBAİBÜ, Eğitim Fakültesi, Türkçe ve Sosyal Bilimler Eğitimi Bölümüen_US
dc.descriptionBolu Abant Izzet Baysal University, Grant/Award Number: 2017.02.08.1201en_US
dc.description.abstractIn this study, the effects of the conceptual metaphor theory (CMT) on the teaching of orientation idioms was investigated. The study was designed as an action research project and was conducted with 45 B2 level students from 21 countries who were native speakers of 10 different languages. The students were learning Turkish to pursue the undergraduate degrees in Turkish universities. The students were learning and using Turkish for their daily interactions with Turkish people but continued to use their native languages in their closely knit communities. Thus, they formed good examples of true bilingual individuals. At the planning stage of the study, the orientation idioms in the Turkish as a foreign language course books were identified to be used in the teaching activities during the study and a list of orientation idioms was prepared. The students were asked to write the meanings of those idioms and use each one in a sentence to determine whether they had already learned those idioms. The orientation idioms in the B2 level course books were taught through activities based on CMT. At the end of the study, the students were asked to write the meanings of the idioms and use each one in a sentence once again. Pre- and poststudy mean scores of the students' performances were compared. It was determined that the implementation based on CMT developed the students' ability to learn metaphors and use them contextually appropriately. Furthermore, it was observed that the teaching activities based on the theory made it easier for the students to learn the idioms and increased their retention in the students' minds. It was also observed that the students had developed the skills of guessing the meanings of new orientation idioms from the contexts they were used in and using them more easily.en_US
dc.identifier.citationKaratay, H., Kartallıoğlu, N., Zorpuzan, S. S., & Tezel, K. V. (2022). The effect of the conceptual metaphor theory on the teaching of orientation idioms in teaching Turkish as a foreign language. Foreign Language Annals, 55(4), 944-962.en_US
dc.identifier.doi10.1111/flan.12616
dc.identifier.endpage962en_US
dc.identifier.issn0015-718X
dc.identifier.issn1944-9720
dc.identifier.issue4en_US
dc.identifier.scopus2-s2.0-85129457508en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage944en_US
dc.identifier.urihttp://dx.doi.org/10.1111/flan.12616
dc.identifier.urihttps://hdl.handle.net/20.500.12491/11624
dc.identifier.volume55en_US
dc.identifier.wosWOS:000791047800001en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorKaratay, Halit
dc.institutionauthorKartallıoğlu, Nurettin
dc.institutionauthorTezel, Kadir Vefa
dc.language.isoenen_US
dc.publisherWILEYen_US
dc.relation.ispartofForeign Language Annalsen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectConceptual Metaphor Theoryen_US
dc.subjectForeign Language Learningen_US
dc.subjectOrientation Metaphorsen_US
dc.subjectTeaching of Idiomsen_US
dc.subjectTeaching Turkish as a Foreign Languageen_US
dc.titleThe effect of the conceptual metaphor theory on the teaching of orientation idioms in teaching Turkish as a foreign languageen_US
dc.typeArticleen_US

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