Untitled

saxelmwifo enis swavlebis sakiTxebi:
problemebi da gamowvevebi
Issues of State Language Teaching;
Problems and Challenges
aloud don’t continue reading independently, until she/he allows them again. There should be demonstrated
one more reading strategies during a one pause.
On the pause the teacher begins thinking aloud about redden information. It’ll be desired, if she/he gives
attention to the details impossible to understand for the children. It may be unknown word, sentence having a
difficult content or the whole paragraph.
The teacher should fantasizing, talk to a text or its author. It’ll be better if she/he reads the writing artistically
and changes the timbre, tone, intonation, expression, attitude according to a content.
It is necessary to mention that it is not recommended using all reading strategies in a one text, especially
in the first stage of using the method. It’ll confuse the children and makes much misunderstanding. It should
be better if reading strategies will be chosen appropriately for a different type of the text. For the beginning 2
or 3 items would be quite enough. To make a various the long process of rearing students as an effective reader
should be realized step by step.
After the ending of reading the teacher should interest helps students her/his thinking aloud to be aware
of the text or not.
If the teacher direct the think-aloud method according Roger Farr and Jenny Conner’s the second or the
third variant, she/he should carry out the lesson like this: while one student is thinking aloud, the second one is
listening and writing dawn one’s ideas. Then they’ll change the roles. So both of them have a chance to think
aloud and also observe others thinking process. It will be better if children discuses after reading what they
have done well and what have not. On the basis of their records students help and learn each other. [Think
Aloud Strategy, http://www.teachervision.fen.com/skill-builder/problemsolving/48546.html?page=1&detoured=1].
After the lesson or at the reading process the teacher should interview students to clarify any confusion
that might have arisen during the think-aloud. For example, "When you were thinking aloud, you said . . . Can
you explain what does it mean... what you meant?"
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[Think Aloud Strategy,
http://www.teachervision.fen.com/skill-builder/problem-solving/48546.html?page=1&detoured=1].
The important thing is that during carrying out the method there is no student’s right or wrong answers.
They should fill that each of their words are very important and interesting for the teacher. This is an activity
making students comfortable to express their opinion.
The teacher has a fully independence in direction this method. She/he may plan the lesson creatively, adjusting
to her /his interest and purpose.
VI. Why is the think-aloud method necessary?
At first, think-aloud method rears students as an effective reader. It helps teacher determining students’
comprehending abilities but students – to pay attention self-development process. The method motivates students
to read carefully, pay attention to an important or, in one look, unimportant details. It learns students
define major information from the minor, to guess author’s purpose. Except this, using the method frequently
improves students skills of expressing own points of view and self-estimation.
VII. Think-aloud – testing the method
During the process of working on the article, we tested Thinking-Aloud method in the public and private
schools on elementary and basic steps, the 2 nd , the 4 th , the 7 th forms (21 th public school, the teacher - Maia
Lortkifanidze, St. George's Secular School, the teacher – Magda Abesadze). We chose one text for all the age
groups in advance (Gianni Rodari's "Trolleybus #75" (adapted version)), acquainted teachers with the format
of the method in details and described the plan of the lesson. We presented the lesson, payed attention its passing
and wrote dawn the originalities had arisen during the current lesson. After the lesson we discussed and
received feedback from the teachers and students. We shared with teachers the results of our research, synthesized
our opinions and gave them some recommendations.
VIII. Results of the research and Recommendations