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� Creates opportunities for practice � Production tricks 1. Cognitive strategies 2. Meta cognitive strategies 3. Social-affective strategies Direct strategies � Memory strategies; � Cognitive strategies; � Compensation strategies Indirect strategies � Meta cognitive strategies � Affective strategies � Social strategies 1. Meta cognitive (Self-assessing) 2. Cognitive (Deductive) 3. Social-Affective (Cooperative) saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges Brown and Palinscar 1982 Oxford 1990 Cohen and Chi 2002a, It is unquestionable that every model is interesting and in case of practical application of them yields some positive effects. As Oxford model is the most divers and includes many directions of learning strategies we will review Oxfords model by considering each features of strategic group: 1. Cognitive: it is mental strategy that is directed to understand the reasons of learning. Such strategies enable learners to manipulate directly using language materials. Learner reorganizes the materials itself that gives more effective results. At the same time learner trains in constructing sentences and sounds, uses new words and expressions in deduction mining and makes summaries. 2. Meta cognitive strategies include pre and post assessments, analysis of activates performed during language learning and evaluation of planned activities for learning. More concretely Meta cognitive strategy covers the assessments of mind concentration, organization of thinking and achieved results. 3. Memory Strategies creates such links that enables: to group, analyze, use in appropriate context words that are perceived by using visual and sound means of learning. These activities are reflected ultimately on active parts of memory. Also this strategies include using of some technical facilities or physical activities. 4. Compensating strategies enables to pupils the fills the gap of knowledge by using different methods. These strategies are for example connected to guess the meaning of words by their context while reading or listening. It implies different communication techniques of grouping synonyms, guessing of meaning, using gestures and using word derivation. 5. Affective strategy is related to the emotional needs of students, such as feelings or fears of failure, speaking about the personal feelings, praising of good performance or self gifting in case of achieving some aimed results. In other words this implies expressing one’s own opinion, making conclusions on one’s own performance and progress. Analyzing and summarizing of emotional feelings. 6. Social strategy helps students to cooperate with others and to take into account the features of language’s cultural aspects inherent in the society of mother language. Other features of Social learning strategies are: trying to understand the meaning of words and word combination, active talks with people to whom this language of interest is mother language, exploring the cultural and social norms of native speakers. It is clear that using of some of these strategies are effected by outer factors. Examples of these factors includes following: teachers, completed activities, features of interaction etc. each of these factors are reflected on the motivation and readiness of students. Also influence horizon includes the definition of the question that determines what knowledge is essential or sufficient. In discussion the learning strategies it is important to review the notion of “Good Student”, which is formulated on earlier steps of language learning and has an objective to find most effective approaches that are used by most of the students. There are number of research that confirms the aims of the strategies used by “Good Student” are the following: 1. interest and attention to forms 2. 341
saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges Interest and attention to meaning; 3. Self-management of learning processes 4. Understanding of earning process by itself. Notion of “Good Student” is interesting to the point as it is noted by several researchers O'Malley and Chamot, 1990, Green and Oxford, 1995: 262 that such type of learners know why and to achieving what aims are using certain language learning strategies. Moreover such “Good Students” can adjust some of the language learning strategies to the concrete language learning tasks and to choose concentration in the language learning according to their needs. (Wenden, 1991: 13), (Artelt 2003). There are number of researches that state motivated learners achieve better results by effectively using the learning strategies and posing concrete tasks. If we use this approach in case of Georgia, we can assume that non-Georgian language learners would have different knowledge base about the learning strategies, they will have understanding of the roles and function of these learning strategies and at the same time they would be able to define the scope of their needs in relation of language learning. In these conditions the likelihood of success will be more realistic. Some of the researchers have identified the list of these strategies that are most characteristic of these “Good Students”. But we should note that some strategies that can turn out to be effective to some of the learners may be ineffective to others. Such effects can be explained by those factors that determine used learning strategies. We will discuss these factors below. In this case it is important the aspects of learning environment that has direct influence on the knowledge and use of learning strategies. Within these factors the central role occupies a teacher. The teacher who wants to teach his/ her students how to use learning strategies should know the individual character of its students; also he/she should have information about the motivation, aims and interests of students. Based on this information he/she should identify the most effective learning strategies for his/her students. The teacher who can determine which student needs detailed explanations and which of them only correction at speaking is able to handle learning process effectively which is one of the most important factors in learning process. There are number of methods which enable teachers to include students in the process of choosing learning strategies. Also to determine what is the main motivation of student for learning foreign language. But the most effective method is reckoned to be a specially designed questioner. These questionnaires are on the one side very informative to teachers and on the other hand enable students to concentrate on the personal style of learning, aims and on used strategies. This will guide students to those aspects and mistakes that need more attention. it is clear that different groups of students may have different learning style and strategies and the teacher cannot account for the interests of one group and at the same time use analytical learning methods or only audio motivations. Second, teacher of language courses should know all strategic groups and the wide variety of instruments. Especially important is their use on lessons in context of different exercises and drills. Some researchers support the view that the most popular are those programs that are directly oriented on learning the strategies of language learning. These methods are especially appropriate on the example of learning the second languages that we can call “Learn how to teach Georgian”. This approach will be useful to those students that have enrolled in higher educational institutes within the framework of state support programs on one year long course in Georgian language. As the research has shown ethnical minorities that are learning Georgian language has the most clearly shaped aim on why to study Georgian. We will discuss in more details the results of this research below. We should discuss those factors that are presented in the research by Oxford (1990), as the analyzed data has showed the factors that determine the features learning strategies are following: Motivation: as more students motivated more learning strategies he/she uses. Moreover chosen aims related to language learning have influence on chosen strategies of learning. Gender of student: Girls generally uses learning strategies more intensively than boys. but boys use concrete chosen strategies quiet intensively. 342
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ekaterina protasova helsinkis unive
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a. passionate b. Pathetic c. enthus
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Ekaterina Protassova University of
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Dace Dalbina, Vineta Vaivade Latvia
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Plurilingualism and plurilingual co
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REFERENCES saxelmwifo enis swavlebi
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Irine Shubitidze CCIIR, Tbilisi, Ge
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Shalva Tabatadze Ivane Javakhishvil
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