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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?" 353 [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
saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges The research has proved that this method is equally effective for all the above mentioned age groups. The learners activated their background and all of them were easily involved in the discussion (it was stipulated by the format of the method). The students listened carefully to each other and to the thoughts of their teacher. They communicated ideas, expressed their attitude and positive emotions. It is important that at the first time while students had only theoretical knowledge about the method and had no practical experience, carrying out first variant of think-aloud was less interesting for them. They preferred participating in the process of aloud thinking, choosing appropriate reading strategies, expressing their opinions, arguments and so on. To our opinion, if a teacher direct think-aloud correctly and rightly she/he may passage to the second variant of using method and engages students in the process from the very beginning. It should be mentioned specially, that we chose the same text for all three age groups deliberately to establish how deeply teacher can analyze the text to comprehend it foresee abilities of all the age groups. The research had proved that more important for the small age groups were explanation of unknown words or phrases; it was difficult for them to find out major purpose of the author. On the contrary it was uninteresting to define some lexical meaning for high age groups, they wanted to fine out the main point, purpose of the author and so on. Accordingly, the teacher should considerately plan the lesson before carrying out the think-aloud method, foresee abilities of all the age groups and according this choose appropriate reading strategies, also should monitoring time and direct thinking process interestingly so that students do not bother with her/his thoughts. At last we can say that constructing of the content of the text in learners’ minds mostly depends on the following: the teacher should take into consideration the group's particularity, choose appropriate reading strategies and use them in proper time and way. REFERENCES An effective methods of reading, Teacher Professional Development Centre, Tbilisi, 2010. Farr R. 2004 - Using Think-Aloud to Build Reading Comprehension, Roger Farr and Jenny Conner (2004), http://www.readingrockets.org/article/102/ Methodicul guide for the teachers of elementary steps, Teacher Professional Development Centre, Tbilisi, 2010. Temple C. 2008 - Charles Temple, Donna Ogle, Alan Crawford, Penny Freppon. All Children Read. Teaching for Literacy in Today`s Diverse Classroms.. Pearson. 2008. Think Aloud Strategy, http://www.teachervision.fen.com/skill-builder/problem-solving/48546.html?page=1&detoured=1 354
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REFERENCES saxelmwifo enis swavlebi
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