Karatay, Halit2024-09-252024-09-2520161302-5600https://hdl.handle.net/20.500.12491/12620Words 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.trinfo:eu-repo/semantics/closedAccessFigurative languageIdiomTeaching turkishVocabularyArticle12102652862-s2.0-85015223902Q3