Teaching idioms with their stories in teaching Turkish as a foreign language

Idioms are formulaic groups of words that make expression effective and possible to express what is said in an understandable way and express them in writing. Thanks to idioms, we have an idea about the cultures and lifestyles of countries. Because these words, in addition to their dictionary meanings, are also cultural carriers. The teaching of idioms with the stories they have appeared contributes to the fact that foreign students better understand the culture of the language being taught and learn the intricacies of the language. In this study, it is aimed to contribute to the teaching at B2 level by drawing attention to idioms in teaching Turkish to foreigners, which have an important place in the transfer of Turkish culture.The metaphorical meaning of the idioms makes it difficult for foreign students to understand the subject. Therefore, the teaching of idioms by concretization is important. In this study, it was aimed to create a more concrete learning environment by giving idioms with emergence stories and visuals. In this study, idioms were taken from the work of İskender Pala's called "İki Dirhem BirÇekirdek"and the work of Gaziantep University called "Expressions and Stories With Lines". Among these idioms, the ones that are suitable for the purpose were selected by expert opinion.Thestories of the selected phrases were adapted to the B2 level -according to the B2 level acquisitions of the Common European Framework of Reference for Languages- and used as an activity. The model of the research is the embedded pattern, which is a mixed method research. In this model, quantitative and qualitative data are used together. In the experimental research, pre- and post-experiment measurements are made and the study and control groups are created with an unbiased assignment. The control group is not processed while the workgroup is processed. In this model, pre-test-post-test measurement results are evaluated together to determine how effective the change is (Karasar, 1999). In this direction, groups were formed from the students of ULUTÖMER (Uludağ University Turkish Teaching and Research Center) by random method. Study and control group students consist of 15 students. These groups were pre-tested to determine the students' prior knowledge of idioms. Then, twenty idioms were applied to the students of the study group with their origin stories and activities during the B2 course. On the other hand, it was applied to the control group with a context-appropriate text and dictionary meanings.Afterwards, the data obtained from the results of the post-test applied; were evaluated and tabulated in terms of variables such as gender, mother tongue, and age. According to the results of the applied test, the students in the study group averaged 7.47 out of 20 questions (X) in the pre-test; in the posttest, this average (X) was 14.40 While students in the control group scored an average of 6.60 in the pretest (X); in the posttest, this average (X) was 9.07. In this study, it was examined whether giving idioms with stories and activities creates a significant difference in students' learningof thesubject. It has been understood that telling idioms with their emergence stories by including cultural elements and giving them with activities will facilitate the teaching of idioms. Keywords: Teaching Turkish to Foreigners, Idiom, Idiom Stories, Culture