In-service English Teachers’ Conceptions about ‘Learning’ and ‘Learner’: Reflections from the Shift in Language Teacher Education

Handan ÇELİK, Mehmet ASMALI


This study investigated 24 English teachers’ conceptions of ‘learning’ and ‘learner’ through metaphor analysis. A metaphor elicitation task including the statements “Learning English is like …………… because…………………..” and “An English language learner is like …………… because…………………..” was used for data gathering. Results showed that the teachers’ conceptions with regard to learning and learner were not the reflections of a traditional understanding. Their conceptions which seemed to be rather learner-centered could be attributed to their undergraduate education and the policies guiding the education of English language teachers during the period when they were students at education faculties.


Metaphor, learning, learner, language teacher education

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