Untitled

Tinatin Kiguradze
Ilia State University, Tbilisi, Georgia
saxelmwifo enis swavlebis sakiTxebi:
problemebi da gamowvevebi
Issues of State Language Teaching;
Problems and Challenges
Methodological Analysis of Contemporary Textbooks
of Georgian as Second Language
ABSTRACT
In the article are examined several contemporary textbooks for teaching Georgian, as second language,
relying on the “Stockholm Criteria Catalog” for the following aspects: structure of the textbook,
contents, forms of providing lexical and grammatical material, types and kinds of exercises, visial
aspect, teacher’s indications. There are examined the typical main common problems, as the issue of
authenticity of the types of texts and tasks, problem of the authentic audio and video materials,
sequence of lexical and grammatical material, apportionment of exercises, developing speech skills,
exercises for listening and their compliance with the contemporary methodological requirements.
The present work is a methodological review of the new textbooks, created for teaching Georgian as a second
language.
The textbooks of the new generation is the first attempt of accomplishing of purposes of national educational
plan, in particular, creation of result- and student-oriented material of lesson, though for realizing this
conception hard work and correction of mistakes are still necessary.
From the existing textbooks here are examined the set of textbooks “Tavtavi” (Ear) and “Shevistsavlot
Kartuli Ena” (Let’s Learn Georgian Language), based on the modern conception. The examination relies on
the “List of the Stockholm Criteria” (Kast/ Neuner, 1998, p. 107) by the following components: structure of
the textbook, contents, forms of providing lexical and grammatical material, types and kinds of exercises, visual
aspect, teacher’s indications.
The analysis concerns only the main common problems of the textbooks and is not a detailed analysis of
particular aspects.
Structure of the textbooks
The modern textbooks of foreign/second language together with student’s book, work-book and teacher’s
book necessarily contains authentic audio (-video) materials, that corresponding Georgian manuals do not
have or they have non-authentic textbooks. Actually, for the moment, didactic authentic audio material in the
domain of teaching Georgian as the second language does not exist, that is one of the main problems of teaching
and learning, as the most of the teachers themselves are not native Georgian speakers. One of the components
of additional resources shall be the audio and video recordings of natural situations and conversations of
native speaker people. The more, the target-groups are spoken-language oriented because of their agrarian
social and cultural environment (agrarian population in Samtskhe-Javakheti, Marneuli) and presentation of
audiovisual material, rich with visual examples will be the most effective way for increasing of learning quality
of the material. For this computer programs give the best possibilities, as the students are most of all interested
in them.
The textbook may have also mini-dictionary and grammatical appendix. This is made only in one part of
given textbooks in the work-book, as a fragment “my vocabulary”, where the student has to write him/herself
new words with according translation (“Tavtavi” II, Workbook, 2006, pp, 3, 33). From this and several other
examples we can see that there is not connection between the books of different levels of the textbook set.
The skills that the student acquires from one book are not repeated in the books of another level and the student
can not use the obtained knowledge any more.
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