Untitled

saxelmwifo enis swavlebis sakiTxebi:
problemebi da gamowvevebi
Issues of State Language Teaching;
Problems and Challenges
ford Inventory for Language Learning, SILL and accordingly questions used in our survey was quite
near to those type of questions. Despite the fact that learning strategies cover many techniques and
accordingly it may be considered as a universal instrument in relation to learning the second language.
It is presumable that taking into account the features of Georgian language there are such
techniques that are effective for learning Georgian. Based on this hypothesis, its possible that an usage
of such techniques had a negative influence on the survey in terms of getting full picture of situation.
Questionnaire consisted of fifty questions and included the directions of using strategic techniques
from 1 to 5 according to their intensity by the following choices. 1-“I Never or hardly ever
use”; 2-“Basically I don’t use”; 3-“I use it occasionally”; 4-“I use in most cases”; and the last choice
was assigned maximum 5 score with the choice-“I always or nearly always use it”. Below is presented
some examples of included questions in the survey:
31. I notice my Georgian mistakes and use that information to help me do better. 1 2 3 4 5
32. I pay attention when someone is speaking Georgian. 1 2 3 4 5
33. I try to find out how to be a better learner of Georgian. 1 2 3 4 5
34. I plan my schedule so I will have enough time to study Georgian 1 2 3 4 5
35. I look for people I can talk to in Georgian 1 2 3 4 5
36. I look for opportunities to read as much as possible in Georgian 1 2 3 4 5
Survey also was aimed to analyze the objectives of language learning. In the whole we wanted to
get the information about the relations that are among studying level (school pupil, graduate student
and trained teachers), aims of language learning and between used techniques. more concretely main
aims of research were to find out:
� What is the intensity of using learning strategies at Georgian language courses for ethnical minorities;
� Is there any kind of priorities that determine the choice of strategic direction of language studying;
� Are there any differences in the choices of strategies of language studying based on age and experiences
in foreign language learning;
� What is the role of motivation in intensity of language strategies use and how many strategies are related
to each concrete individual aims of language course participants.
Unfortunately from 100 filled questionnaires only 64 were valuable because remaining questionnaires
were partially filled or unfiled. Among 64 defectively filled questionnaires 22 were of pupils,
18 of teachers and 24 of them were of graduate students. After analyzing the research raw data
we can point out the following trends:
Use of strategies techniques of language learning is intensive within ethnical minorities. At the
same time difference according to diverse directions in learning strategies are not statistically important.
See the table, on the table are presented each score to different strategies:
strategy cognitive meta- memory compensatory affective social
cognitive related
N Valid 63 63 63 62 60 62
Missing 1 1 1 2 4 2
Mean 3,63 3,82 3,70 3,82 3,28 3,78
Median 3,78 4,00 3,67 3,89 3,17 4,00
Mode 4 4 4 4 4 4
Std. Deviation 1,113 1,065 1,000 1,089 1,320 1,119
According to the questionnaire results, affective strategic direction of language learning is relatively
hardly ever used. However the age and learning experience have a little effect on chosen language
learning strategy and we do not have any significant differences among groups. it is also in-
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