Untitled

saxelmwifo enis swavlebis sakiTxebi:
problemebi da gamowvevebi
Issues of State Language Teaching;
Problems and Challenges
and when they are involved in communicative activities. As for analytical type of students, they are
mainly concentrated on grammar rules and hardly ever express their ideas according to the context of
text. They generally need to be fully assured in their knowledge and thinking. Working together with
holistic and analytical students is especially important to achieve balanced learning environment.
Biological differences include the vastest variety of factors and have a significant influence on
individual priorities of learning. Example of this are: biorhythm, location, style of nutrition etc. biorhythm
determines the time period during which time student feels readiness to study or not. Thus
biorhythm determines productivity of certain time periods. Location covers factors such as temperature,
lightning, noise, the heightens of reading tables etc. it is clear that in classroom it is impossible
to account for every individual preferences to create the most comfortable environment but experienced
teacher can manage to create less or more comfortable environment with available resources.
All this forms positive attitudes toward learning.
As we mentioned above for students it is essential to identify and to know her/his own style of
learning. It enables students to develop and make progress in their learning techniques. At the same
time such approach will enable student to assess its own learning style with board view. For that purposes
a great help is those activities that are offered by teachers in the classroom. At the same time
flexibility in these approaches gives possibilities to students to feel comfort even beyond their learning
styles. Obviously, such approaches cover communicative and social aspects that are oriented to
students.
There are number of research according to that there exists a significant relation between learning
styles, motivation and learning strategies. These relations determine academic achievements, attitudes
toward learning process and behavior on basic and secondary levels. Wollas and Oxford (1992)
consider that this development is especially important in learning the second language.
In Georgia the interest toward Georgian, its teaching and learning yet accounts relatively short
period of time for making conclusions on achieved progress. There is not still accumulated enough
experience that can be used to draw out conclusions and make general summaries on effectiveness of
used learning strategies. Thus those all the questions that we discussed above are not yet researched
in Georgia on the example of teaching Georgian as a second language. but if we review the research
results of qualified linguistics and education psychologists it is evident that learning strategies, their
use in practice and analysis can be intensively used in future in ethnical minorities that wish to learn
Georgian language. Below is presented the results of piloted empirical research. This research was
aimed to analyze the strategies and the intensity of their use that ethnical minorities apply when
studying Georgian as the second language. For achieving aimed results were interviewed 100 Azerbaijanis
and Armenian ethnical minorities using special designed questionnaire. Questionnaires respondents
were chosen randomly: in non-Georgian schools among the students of 11-12 grades,
Georgian language teachers and among students that were enrolled at Tbilisi State University on special
one year program. This special one year program implies that students learn during a year only
Georgian language and after successful completion of the program they continue studying with ordinary
university programs at different faculties with other students. As for Georgian language teachers
they teach at schools of Kvemo Kartli and Samtskhe Javakheti and among them were chosen the
participants of the training on improving Georgian language teaching techniques with 90 academic
hours. This program of teaching Georgian language was initiated by the ministry of education and
sciences of Georgia that was implemented by the Center for Civic Integration and Inter-Ethnic Relations.
Questionnaire was designed according to Oxford Strategy Inventory for Language Learning,
SILL and implied different technique of scaling to different strategic groups. Unlike the Questionnaire
of Oxford in our research was used not grouped according to six strategic dimensions and thus
enables respondents to concentrate only on used technique that to our mind makes quiet simple to
answer these questions. As we already mentioned, Questionnaire was designed according to the Ox-
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