METAPHORIC INVESTIGATION OF THE PHONIC-BASED SENTENCE METHOD ASST. PROF. DR. BIRSEN DOĞAN Pamukkale University, Faculty of Education, Department of Elementary Education This study aimed to understand the views of prospective teach- ers with phonic-based sentence method through metaphoric images. In this descriptive study, the participants involve the prospective teachers who take reading-writing instruction cours- es in Primary School Classroom Teaching Program of the Education Faculty of Pamukkale University. The data were gath- ered by asking the participants to produce a metaphor giving a reason that demonsrates their views with the phonic-based sen- tence 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 dis- cussed 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 pos sible to say that teachers can provide more effective reading-writing teaching when they implement reading-writing teaching congruent with their own beliefs. Keywords: phonic-based sentence method, teaching of reading- writing, metaphor, prospective teacher Introduction According to phonic-based sentence In Turkey, there have been used vari- method, initially, phonics is taught. After ous teaching of reading-writing methods learning two or more phonics, students can till 2005. These methods are alphabet, build meaningful syllables, then words, phonic, whole word, mixed and whole sen- and thereafter they can build sentences tence (whole-part), respectively. From (Güneş, 2005). For instance, in the first 1968 to 2005, the whole sentence had been stage, "e" and "l" phonics are taught; then compulsory used in teaching of reading- the phonics "e" and "l" are bound, so that writing. According to whole sentence, the word "el" (hand in English) can be initially, sentences is taught. After learn- composed. Later, the sentence "el ele" ing sentences, sentences into words, then (hand to hand in English) can be com- syllables, and phonics. Since 2005, phon- posed. After repeating these kinds of ic-based sentence method (part-whole) in exercises, a student can easily build sen- teaching of reading-writing has been start- tences. Thus, teaching of reading-writing ed to be used compulsory in the state and with phonic-based sentence method allows private schools affiliated with the Ministry of Education (MEB) in Turkey. students to build sentences in a short time. 140