Untitled

saxelmwifo enis swavlebis sakiTxebi:
problemebi da gamowvevebi
Issues of State Language Teaching;
Problems and Challenges
Contents of the textbooks
Choice of the issues almost in most parts of the new textbooks corresponds with modern requirements, but
proposed texts and given communication situations often are not authentic; they have dry, academic form, are
far from reality and do not correspond with the interests of the target group, their everyday life. E.g. in “Birthday”
topic the main place occupies lexical field of drinks and food, and the gifts and presents are completely
disregarded (”Tavtavi” 1, 2005, pp. 48-51, ”Let’s learn Georgian”, 2008, pp. 65-67), when in “Birthday” topic
for the students more interesting is exactly the issue of gifts. Also in the topic “Visiting the Capital”
(”Tavtavi” 1, 2005, pp. 40) the first text is made around the lexical field of the relatives, but there is not told
anything about the real capital in this part, apart from determining locations of several buildings, what can be
similar in any other city.
In the given textbooks mainly is proposed standard language as continuous texts and dialogues. Though we
can meet quite many continuous texts and dialogues, connected with everyday life, showing that the purpose
of the textbooks is to teach real language, but achieving this purpose is hindered by the fact that the absolute
majority of the given texts are synthetic, artificial, is written with standard language and is far from the natural
colloquial language. Most of the texts and dialogues are artificially made around the grammatical material and
there is not used in the speech of the target group generation.
From the point of view of authenticity only some texts make the exception. Accordingly, it is necessary to
pay attention to the use of different colloquial speech registers (literary language, press language, everyday
conversation speech, partially slang elements, teens’ language). Diversifying text types is indispensable for
acquainting with different register languages, so that the students were able to distinguish and use themselves
the speech of according registers (official and informal language, standard and colloquial language, press language).
Part of country studies in several textbooks are given in a very small amount or separately. Here also, like
in visual aspect (photos, maps, etc.) more authenticity is desirable. In several cases we can even find real mistakes
(e.g metropolitan in Batumi (”TavTavi” 2, 2006, p.. 28,), passengers going to the Sports Palace on the
trolley bus no 6, “TavTavi” 1, 2005, p. 46).
Lexical Material, Given in the textbooks
In the textbook a small part of new vocabulary is given by visual way, other is given directly in the texts.
Often visually proposed new vocabulary has not enough emotional background. The given visual material often
has form of abstract drawings and is artificial (e.g ”TavTavi” 1, 2005, p.32, ” TavTavi” 2, 2006, p.3,
„TavTavi“ 3, 2007, p.3; “Let’s learn Georgian”, 2008, p.52).. It is desirable to introduce photos from the real
life of students, e.g. the photos of a pen, bag, desk or other things, which they use in Georgia, - this aspect reinforces
the emotional plane and contributes to better learning of the vocabulary. Also, in visualized lexical
fields, which have to simplify understanding of new material/text as a rule, and to contain mostly key/active
vocabulary, are given such words too, which we don’t meet in the texts and which don’t pass into the active
vocabulary, accordingly, the students never use them in reality. For example, in the first page of the
“transport” topic in the visualized vocabulary are given the terms “air, land and sea transport” („TavTavi“ 2,
2006, p.13),, which we do not meet at all in the given texts. From the Teacher’s book it is evident that for
learning the vocabulary the method of translation is also used (“in extremis”), but there is neither list of the
words, not the mini-vocabulary and the student has to make a list of unknown words him/herself. As for repetition
of the new words, part of the words is repeated in the following lessons too, but in disorder, part is not
repeated at all and is forgotten, though sometimes there are appropriate topics on these subjects. The principle
of cyclic repetition actually is not respected or is applied very weakly. In consequence of survey of students it
became clear that the contents of the parts of the books of “Tavtavi” do not correspond very well to each other,
that, on one hand, does not make possible to repeat the knowledge, obtained from the earlier parts, and, on
the other hand, complicates learning of new material for the students. The problem of coherence between the
levels less concerns the textbook “Vistsavlot Kartuli Ena”, but here also it is necessary to provide the vocabu-
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