@article{2015,title={FORMULAIC EXPRESSIONS ON TEACHING TURKISH AS A FOREIGN LANGUAGE: A CASE STUDY “FATHER AND SON” FILM},abstractNode={Abstract People feel the need to learn foreign language to keep pace the changing world for various reasons. As a result of Turkey’s strategic importance and relationship with other countries, the desire and need to learn Turkish has gained importance recently. Although Turkish is a rooted language, it is quite a new field to teach Turkish as a foreign language. Foreign language teaching is not to find the equivalent of the concepts in mother tongue and express them in target language, but it is to know where and when to use those words. It is possible to gain this ability with cultural transmission that affects the language. Culture is hidden in the words that are spoken in daily life, in the market, in the bazaar, at school, at home and in the statements, proverbs and folk songs. Today linguists see the foreign language teaching as a cultural transmission. For a healthy communication with the people of target culture it is necessary to see the life in their points of view beyond structure and grammar. Stereotyped language units as idioms, proverbs and formulaic expressions form the verbal cultural presence of Turkish language. These formulaic expressions are in the society’s memory and they are known as simplify the communication in certain situations. In this study the formulaic expressions are identified in the film Father and Son. These formulaic expressions are grouped under 23 headings according to their meanings and functions. This film will give the knowledge about where and when they can use a lot of formulaic expressions and a real cultural experience to the students whose language level and age group are suitable. In this film the dialogues that contain formulaic expressions are written without changing. The films are the most effective audio-visual materials as they develop both basic language skills and reflect the real life situation and culture. By the help of these kinds of materials, the students’ attitudes and perspectives about Turkish culture may change. The learning environment can be decorated with the activities prepared by the teacher before, during and after the films. },author={Fatih YILMAZ-- Yasemin ERTÜRK ŞENDEN},year={2015},journal={The Journal of Academic Social Science Studies}}