Untitled

saxelmwifo enis swavlebis sakiTxebi:
problemebi da gamowvevebi
Issues of State Language Teaching;
Problems and Challenges
teresting that instruments included in each learning strategies for surveyed respondents are nearly
the same, quiet homogeneous there is no distinguished more or less interest to each of this tools.
Such results can be explained by the ideological pressure that is on the ethnical minorities during the
education reforms. The latter triggers representatives of ethnical minorities not to be quite open when
answering survey questions. In this case they are not oriented to answer the questions based on factual
information but on stating “the right” answer.
Below is reviewed the tendencies that are evident after analyzing survey data. 79, 7 percent
from surveyed respondents on the question –‘’Do you have any personal aims in studying Georgian
language” answered positively and among them only 14 percent gave negative answer with 6,3 percent
with neutral “not sure to answer”. Along the positive answers groups of respondents were following:
49,1 percent were students, 21,1 percent were teachers and 29,8 percent were pupils that
answered positively on having personal aims in studying Georgian language. It is also interesting to
review the data on the next questions. Next question was about the stating in short what aims they
have in learning Georgian. Aims were formulated by 56 respondents from 64. Among them were
even those respondents that in previous question answered that they do not have any aims. Overall
stated aims were almost the same kind. This trend is especially evident in answers of pupils and language
teachers. In most cases aims
are not concretely formulated and
main attention was paid to the need of
studying language itself than on personal
aims. For example if we summarize
given answers it is evident
that most respondents think in terms
of studying Georgian language is
barely essential as it is a state language.
However they do not have
clearly outlined personal aims what
perspectives can be obtained by studying
Georgian. Some of the pupil
study Georgian because of the features
of this language itself, they
think that it is nice and interesting
language. The latter means that influence of believe and attitudes are important in studying Georgian
language as the second language. This trend is accompanied by ideological influences. More clear
answers were given by students that are motivated by the factors such as future perspective career
and professional advance. This can be explained by the fact that university environment gives possibilities
them to realize more concrete aims and understand the needs of studying Georgian as the second
language. At the same time they can more easily express their views. In most cases students
have noted that learning Georgian gives them real chance to become lawyer, mathematician, etc. and
in other cases the main drivers were to acquire additional professional skills and to work in local
community.
As a conclusion from the above discussions that covered observations on possible relations
among the learning objectives and age of students, as well as strategies of language learning we can
state there no direct link among these factors. The latter tendency once again proves that respondents
lack the full understanding why to choose one learning strategy or not. In case of our main research
object ethnical minorities’ language strategies are chosen depending on strategies itself and not by
the factors that determine the effectiveness of this strategies. Although we have not got a full and exhaustive
answers on research questions still the questionnaire results gives possibilities to make a
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