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The aim of this study is to determine the perceptions of international students studying in Turkey and university students who are Turkish citizens and continue their education in Turkey in relation to being an international student with the help of metaphors. The study group consists of 79 students, 35 of which are Turkish citizens and 44 are international students, studying at Giresun University in the spring term of the 2016-2017 academic year. The study was conducted according to the phenomenology model among qualitative research patterns. The data of the study were obtained by university students filling in the sentences such as “being an international student is similar to/like....... because......”. The international students in the study group produced 43 different valid metaphors and students who were Turkish citizensproduced 27 different valid metaphors. It was observed that 59 of these metaphors were positive, and 11 of them were negative. The metaphors created by the international students were included in 11 categories, and the metaphors created by the students who were Turkish citizens were included in nine categories.
he Determination of the Turkish Perception of Graduate Students Through the Method of Metaphor
THE DETERMINATION OF THE TURKISH PERCEPTION OF GRADUATE STUDENTS THROUGH THE METHOD OF METAPHOR2017 •
In this study, the perception of the graduate students towards Turkish was tried to be determined through metaphor. This study was conducted using the phenomenology pattern within the framework of qualitative research approach. The study group consisted of 49 graduate students studying in different departments of various universities during the 2017-2018 academic year. Metaphors related to Turkish were analysed by content analysis technique within the qualitative research approach. The metaphors created by the participants were analysed in terms of their common features and they were collected in seven categories as "being indispensable, valuable, rooted, enlightening, unifying, reliable, unique" in the positive perception category for Turkish. When the findings of the study were examined, it was seen that participants had a positive perception (97.9%) on the Turkish side and very few (21%) perceived it as difficult.
Journal of Language Education and Research
"Academic Turkish Is Like…": International Students' Perceptions About Academic Turkish Concept2022 •
Metaphors are a tool that can be used in academic life and wherever there is discourse to draw attention to the current situation and its reasons. This study reveals international students' perceptions of Academic Turkish through metaphors. The study participants international students who studied Academic Turkish at Erciyes University Continuing Education Center. The research data were obtained by filling the gaps in the expression "Academic Turkish, in my opinion, is like… Because…"by international students. This research was carried out using a phenomenological research design and the data obtained were analyzed by content analysis. The study's findings show more positive and valid metaphors formed by international students towards the concept of Academic Turkish. The participants' metaphors are classified as background, guidance, need, improvement in the positive category, and a waste of time under the negative category. It is seen that metaphors are mainly clustered in the background sub-category of positive metaphors. It is seen that Academic Turkish mainly creates positive perceptions. Still, this course should be further enriched in terms of the course book, the level of education, and the department of students.
Rethinking Social Action. Core Values in Practice
Metaphorical Perceptions of Turkish EFL Students about Themselves The Sample of Kafkas University2017 •
International Journal of Humanities and Social Science Invention (IJHSSI)
Metaphorical Perceptions of Translation and Interpretation Department Students at Kafkas University in Turkey about Themselves2018 •
The aim of this study is to reveal metaphorical perceptions of translation and interpretation department students at Kafkas Unıversıty in Turkey about themselves . The study group consists of 70 students attending to classes regularly during the 2015-2016 academic year. The data for the study were collected through the forms containing prompts “Translation and Interpretation students at Kafkas University are like.................., because they..........”.For the analysis of the data qualitative research method was used. As a result, 64 valid metaphors were determined about the students themselves and these metaphors were categorized under 8 Conceptual groups. The results revealed that mostly used are as follows: Horse (f= 4), flash disk (f= 3), empty box (f= 3), garden (f= 3), soil (f= 3), patient (f= 3), broken car (f= 3), soldier (f= 3), future (f= 3), fruit tree (f= 3), flower (f= 3), family member (f= 3), sapling (f= 3) , seed (f= 2), ant (f= 2), angel (f= 2), sheep (f= 2), broken computer (f= 2), play dough (f= 2), clean page (f= 2), puppet (f= 2), slave (f= 2), hungry wolf (f= 2), fox (f= 2), and baby (f= 2), respectively.
On many campuses, offices of International Student Affairs address the perceived needs of international students. However, a number of underlying assumptions and persistent metaphors shape these efforts and influence their outcomes. All students are uniquely different and face equally different challenges in adjusting to higher education. Labeling students " international " may make institutional sense, but it can potentially hinder their transition, adjustment, and ultimate success. Applying restrictive labels can perpetuate stereotypes, reinforce institutional silos, and potentially fracture international students from the rest of the student body. This article reflects on how students—irrespective of national origins—are viewed and assisted in a transnational setting that includes more than 70% of students who might, in other contexts, be classified as " international. "
2021 •
This study aims to determine non-English major university students’ metaphorical perceptions of speaking English at a state university in Istanbul, Turkey. This is a qualitative study with phenomenological design. Content analysis was used for interpreting and analysing the data. 31 non-English major pre-service teachers participated in the study and the data were collected from these participants through a semi-structured form by asking to complete a sentence of “speaking English is (like)… because……”. Since positive metaphorical perceptions of learners have a positive effect on speaking English, it is highly significant to determine the metaphorical perceptions of students. Through metaphor analysis, it is expected for students to provide an idea of how they perceive their experiences of speaking English and to demonstrate what kind of metaphorical perceptions they have towards speaking English. The participants of the study both developed a metaphor and explained why they used it...
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