Understanding and expressing skills are the two symmetrical channels of language usage. They are the determinants of success in communication literary texts the language is used with its poetic function to create images with the use of metaphors, similes, metonymies, etc. The figures of speech have a key position in language teaching and play an important role with respect to the acquisition of creative language and creative thinking skills by the students. It is observed that in language teaching there is no agreement in their naming and definitions. This problematic situation makes these terms difficult to teach. The aim of this study is to present the current situation that exists in the related literature and Turkish language education environments. The data of this study were collected by using qualitative approaches and document analysis, which depends on descriptive analysis. Moreover, as a qualitative research method and in order to contribute to the data source of the research, teacher opinions on the subject were collected by means of semi-structured interviews. As a result of the analysis, it is seen that the most important reason of the confusion with terms is the jointly use of the foreign terms and grammatical terms together with the oriental terms that exist in our classic language and literature. The data of this study is interpreted by supporting the data of another study, which was carried out by the researcher that focused on the problem of teaching the aforesaid terms.  It has been observed that the artistic language education is mostly based on the teaching of idioms and proverbs. When textbooks and teachers’ opinions were evaluated, it has been concluded that the figures of speech were analyzed only in poem analysis tasks for understanding but no activities or exercises to the development of these word figures. It is a necessity to include activities that would allow the students to not only analyze but also produce figures of speech that they are aware of only conceptually. This would develop their creative thinking and also solve the problems of conceptual confusion and teaching.


Word figure term, teaching rhetoric, content analysis