Untitled

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