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saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges Kachru’s “Circles” Theory A new term has come into existence by the spread of English worldwide. English as a Lingua Franca (ELF) can be described as an international medium of communication which has no native speakers and no proper culture of its own to speak of (Alptekin, 2011). Alptekin says that ELF is everyone’s property and lacks idioms, puns, connotations, slang, humour, and culture-specific pragmatic dimensions. As the forms and conventions of ELF transforms and transpositions in speech acts and cultural contexts and interact and influence one another, each variety itself becomes multicultural in the process and gradually fosters a multicultural identity among its speakers (Brutt-Griffler, 2002). Jenkins (2004) claims that learners need to learn not only variety of English, but about Englishes; their similarities and differences; issues involved in intelligibility; the strong links between language and identity rather than conforming to a native standard such as British English. Today it is possible to mention about Chinese English, Japanese English, Thai English which have different syntactic, lexical and meta communicative characteristics. As Smith (1983) states no one needs to become more like the Americans, the British, the Australians, the Canadians or any other English speaker in order to lay claim on the language. No matter what kind of English that aimed at teaching, we cannot escape the need to decide on the variety or varieties which students are exposed to and have to learn. The choice seems to be between adopting one (perhaps native speaker) variety, or, raising students’ awareness and ‘plucentricity’, so that they can adjust their speech ‘in order to be intelligible to interlocutors from a wide range of L1 backgrounds, most of whom are not inner circle native speakers’ (Harmer, 2007). Harmer further claims that for beginner students, whether from the inner circle or from anywhere else, presenting the language in its variety will be an appropriate pedagogical model. As the students become more advanced, the variety’s richness – including metaphors and idioms- should also be offered in order to make them absorb better, unless they are not too culture-specific. Jenkins states that (2004) our students should be made more and more aware of different Englishes as they become more advanced. The more students are exposed to the varieties of meta communicative elements, the better they can understand and be aware of varieties of English language. Meta communicative abilities may serve students as an effective method to allow the students to systematically examine texts in a critical manner. Here it is inevitable to mention about critical thinking. From a practical perspective, Haskins (2006:2) states that critical thinking is “a process by which we use our knowledge and intelligence to effectively arrive at the most reasonable and justifiable positions on issues, and which endeavors to identify and overcome the numerous hindrances to rational thinking.” A critical thinker, according to Birjandi & Bagherkazemi (2010:137), is someone who among other characteristics: 335
lief; saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges � has a strong inclination to notice the prominence of good thinking; � describes problems and concentrates on related topics and issues; � differentiates between logical and illogical inferences; � postpones judgments and decisions in the absence adequate proof; � comprehends the difference between logical reasoning and rationalizing; � knows that one’s comprehension is restricted and that there are degrees of be- � distinguishes between facts, views and suppositions; � watches out for authoritarian effects and specious assertions; � predicts the results of alternative actions. It should be stated that critical thinkers are also good at understanding meta communicative concepts and use them in communicating in the target language. Good language learners make guesses about the language, use reasoning and they are good at making inferences. CONCLUSION AND IMPLICATIONS As is emphasized in the text, meta-communication is a very important, powerful and functional concept during knowledge building for preparation of the course materials in education field. In this meaning, concept is becoming a more carefully designing course for language learners. Good language learners are the ones who can understand and use meta communicative elements in communicating in English. The more students are exposed to meta communicative elements, the better they can understand the dynamics of good communication skills. The implications of such a method that makes use of critical thinking and meta communication will accompany teachers who inform their students that other nations are also using English as an official language. Some other supportive techniques and strategies may be developed as well. For instance, teachers may bring some videos to the class on which Indians, Africans and other people from different nationalities using English either as a foreign or second language. In this way, students will better understand the internationality and multiplicity of the ways in which English language is performed through different agents across cultures. Most of the students and teachers think that the USA and the UK impose their culture via their language. Teachers may bring reading texts related to the other cultures just to show that English can be used as a tool to learn something that is not related to the USA and the UK culture. Teachers may bring extra reading texts apart from the ones in their course book materials to familiarize students with other cultures and make them competent interculturally (Tomak 2011). By doing so, students will also improve their intercultural competence by acquiring information about other cultures as well. Teachers can create a holistic environment (by not focusing exclusively on language forms), they can interact naturally with the meaning students want to create. In this experimental curriculum native speakers may be invited to enroll in the class or assist in the lessons. Teachers may create blogs or carry out online activities as well in order to support and develop students’ critical thinking capacities. English textbooks and materials should be written which reflect other cultures and identities so the students can engage in relating the texts books into their own cultural terms and expressing their identity rather than mimicking the others. By gaining awareness of meta communicative aspects of target language, students may communicate with other speakers of English whether they use English as ESL, EFL or ELF. In conclusion, curriculum developers and material designers may discuss their educational course materials for re-building (at any level such as printed, audio, visual, electronic and verbal) from point of function of meta communication and knowledge building theory perspectives according to recent developments and learners’ needs. Lesson materials and course books may be prepared to include instances of meta communication in order to raise students’ awareness. Students may be exposed to natural language use by ESL, EFL and ELF learners. They may be helped to be critical thinkers by applying language learning strategies. 336
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REFERENCES saxelmwifo enis swavlebi
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Irine Shubitidze CCIIR, Tbilisi, Ge
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