Metaphoric Investigation of the Phonic-Based Sentence Method

This study aimed to understand the views of prospective teachers with phonic-based sentence method through metaphoric images. In this descriptive study, the participants involve the prospective teachers who take reading-writing instruction courses in Primary School Classroom Teaching Program of the Education Faculty of Pamukkale University. The data were gathered by asking the participants to produce a metaphor giving a reason that demonsrates their views with the phonic-based sentence method. The expressions for metaphors constitute the basic data resource of this study. The qualitative data were analyzed in terms of content analysis. The data were presented and discussed in terms of four themes - cognitive, affective, negative and positive aspects of teaching reading-writing with phonic-based sentence method. The results indicated that the prospective teachers emphasized the dimension of cognitive aspects rather than the difficulties and conveniences of the method. Also, it was found that affective aspect of the method was significant. It is possible to say that teachers can provide more effective reading-writing teaching when they implement reading-writing teaching congruent with their own beliefs.