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Constructivism proposes that learners construct concepts based on prior knowledge and experiences. Numerous factors may lead to inadequate or improper concept construction, leading to misconceptions. This study provides a foundation for discussing literary misconceptions using discussions with 47 pre-service literature teachers on the origins of diverse misconceptions regarding the narrator and focalizer. The participants identified the narrator and focalizer in two fictional narratives and elucidated each concept. Thus, the causes and aspects of the misconceptions were identified. Misconceptions about the narrator and focalizer were found to involve four factors: over-contextualization of everyday experiences, misunderstanding of terms, transfer of misconceptions in textbooks, and miscategorization of prior knowledge. The transfer of misconceptions and miscategorization had the largest impact. Moreover, the aspects of misconceptions differed for each cause. Over-contextualization led to equating the narrator with the focalizer, and the transfer of misconceptions led to equating the narrator with the author. Miscategorization resulted in miscategorizing the narrator and focalizer as subordinate concepts of speech representation and point of view. Misunderstanding of terms interacted with other causes, leading to equating the narrator with the focalizer, as well as misclassifying them as speech representation. Based on these results, methods to overcome literary misconceptions at the curriculum, class, and teacher education levels were suggested.

Diagnosing Causes of Pre-Service Literature Teachers’ Misconceptions on the Narrator and Focalizer Using a Two-Tier Test