摘要：The aim of this study is to explain the metaphor technique which is one of the active learning techniques by means of an example study, in addition to determining prospective teacher’s perception of Turkish. Mersin University, Department of Education, Turkish Education students year 1, 2, 3 and 4 are the research space. The data were collected using a single question form requiring the students to fill in the blanks. People who contributed to this qualitative research were asked to fill in the blanks in the following sentence: “Turkish class is like …… because ……”. The collected data is analysed using content analysis technique. According to our findings, 153 students who joined the research have developed 107 metaphors. These metaphors can be categorized into 9 categories. Four of these categories form the 75% of the overall: Turkish lessons containing diversity, Turkish lessons being valuable, Turkish lessons being encompassing and finally Turkish lessons being informative. This represents the fact that perception of Turkish lessons by Turkish Education students are positive in general and they do consider these lessons not only informative but also artistic.
