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saxelmwifo enis swavlebis sakiTxebi:
problemebi da gamowvevebi
Issues of State Language Teaching;
Problems and Challenges
The next task for the teachers is translation the text students have seen/heard, preparation diagrams and
tables for the learning purposes (student will fill them with the information they have got from audio/video
materials). If students age allows, please, discus cultural similarities and differences, what was for the students
most interesting. (use chat, Facebook, videoconferences and other social networks, you as a teacher have
much more possibilities than in face to face classroom). Alongside linguistic knowledge, students should also
familiarize themselves with various forms of non-verbal communication, such as gesture and facial expressions,
typical in the target culture. Cultural phenomena, like body-language, visual contact, societal roles, and
how people in different social roles relate to each other) physical distance between speakers highly recommended
to teach. (Video-audio not artificial parts from movies, “street shoots”, advertisings integrated in
course).
Proverbs and Idioms
Discussion of common proverbs in the target language could focus on how the proverbs are different
from or similar to proverbs in the students’ native language and how differences might underscore historical
and cultural background. Using proverbs as a way to explore culture also provides a way to analyze the stereotypes
about and misperceptions of the culture, as well as a way for students to explore the values that are often
represented in the proverbs of their native culture. From our point of view, it is especially important to offer
learners proverbs expressing target culture’s moral, ethical, religious values. Besides, proverbs serve as language
clashes, formulas remaining in learners cognitive base and help them to overcame some communicative
difficulties. Also, proverbs are very helpful for “reconstruction” cultural events. For example, Georgian proverb
“Cat could not reach the sausage, because today is Friday” shows direct refer to the Friday’s fast. Like
proverbs,, it is very important for language (culture) learners to learn authentic idioms (including formulas of
pray, greeting, swear, address, congratulations, comforting words etc.) . Commonly in the texts presenting in
language textbooks contain Idioms. The role of teacher is to help students find analogies in his/her native culture,
synonyms and antonyms, to get them familiar how to choose proper phraseologies in certain communicative
environment. It is not good idea to give the students list of idioms to memorize them. Learning in contexts
_ is the best way for any learning objective. Good elearning course should have own web dictionary explaining
the words and phrases and links to other dictionaries as well. To integrate video materials presented
idioms and proverbs by native speakers makes sense also. And finally, chat on the topics _ these kind of activity
stimulates practical use of the leaned materials.
Role Play
In role plays, students can act out a miscommunication that is based on cultural differences. For example,
after learning about ways of addressing different groups of people in the target culture, such as people of the
same age and older people, students could role play a situation in which an inappropriate greeting is used.
Other students observe the role play and try to identify the reason for the miscommunication. They then role
play the same situation using a culturally appropriate form of address. For example, while teaching subject
pronouns and verbal inflections in French, a teacher could help students understand when in French it is appropriate
to use an informal form of address (tu) rather than a formal form of address (vous)—a distinction
that English does not have. An English as a second language teacher could help students understand socially
appropriate communication, such as making requests that show respect; for example, “Hey you, come here”
may be a linguistically correct request, but it is not a culturally appropriate way for a student to address a
teacher. Students will master a language only when they learn both its linguistic and cultural norms. Georgian
language has so called “Polite Plural” and strict rule in which communicative situation we are supposed to
use singular (with mates, friends, family members) and when _ “polite plural” _ with older people, with people
with different (higher) social status, strangers, teachers, even with the acquaintances and mates in the formal
environment etc. At the same time, pronouns “Chven” (we) does not have the plural meanings in some
cases (mostly in official and scientific language styles). We should emphasize this cultural norm while teaching
Georgian. Elearning course authors can use on-line discussions, chat, online “TV-bridges” and different
activities to achieve a result. Possibility of using discussions and chat, Skype and other social networks are
effective ways to succeed.
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