Eliciting Pre-Service EFL Teachers’ Views on CoursebooksThrough Metaphorical Language
Eliciting Pre-Service EFL Teachers’ Views on CoursebooksThrough Metaphorical Language

Summary/Abstract: Unearthing pre-service attitudes towards coursebooks might have important implications for pre- and in-service teacher education since, of all the materials used in English language teaching (ELT), coursebooks are widely used in school settings. In this regard, this study aims to surface pre-service English as a Foreign Language (EFL) teachers’ beliefs on coursebooks through metaphorical language. Data gathered from 129 Turkish pre-service teachers of English are presented and discussed in the present study. Qualitative content analysis was employed in this study to analyze the metaphors provided by the preservice EFL teachers. The participants produced 70 differentmetaphors for coursebooks and data analysis revealed seven conceptualcategories: Guidance, Resource, Support, Access to New Opportunities, Worthlessness, Restrictions and Boredom. The participants produced mostly positive metaphors for coursebooks and saw coursebooks as a support and guide for language education.

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