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saxelmwifo enis swavlebis sakiTxebi:
problemebi da gamowvevebi
Issues of State Language Teaching;
Problems and Challenges
necessary to perfect the ability of independent use of the language according to the fields, and at the last stage
of the studies special attention is to be paid to making of the exercises, created on the basis of simulation of
the real situations.
It is good that in the Student’s Book there are speech developing exercises in the form of interviews with
classmates, characterization of each other, plays and work in pairs. Though the situations in the textbook are
not the simulation of the natural circumstances. Written exercises are not similarly proposed in student’s book
and workbook. In the student’s book they are very few, we can meet them once or twice during a topic as a
graph, designed for a play, on the contrary, there are very many of them in the workbook.. The contents of the
exercises are very limited with the given material; free writing, improvisation are less provided. Mainly exercises
and questions are in the part of reading material, giving possibility to the students to speak and express
their opinion about events and topics in the target language.
The exercises of the workbook exactly follow the issues and grammar of the student’s book Though this
does not concern the textbooks of all levels. It is also possible to diversify visually the workbook with
In the Tavtavi of the third level we meet also creative exercises, e.g. making of a advertising leaflet
(“Tavtavi” III, Workbook, 2007, p. 61). Also it is worthy to note that here is used authentic material in the
form of work in a website.
Most of the exercises strictly follow the program, are built on repetition of given material and give the students
less possibility of variation or development of skills of independent work. During learning of dialogs
we can observe repetition of examples Pattern Drill – as elements of audio-linguistic method (Bausch/Krumm,
2003, p. 229). We can observe: there are often used exercises of ‘Listen and repeat” type; ‘Listen and read
type, and also elements of use of grammatical-translation method, e. g. tasks like “ Make sentences using the
words”.
Repetition of material is not systematic and tasks are not made so that at the end of the topic the vocabulary
and grammatical material of the issue were many times repeated in different ways, and, accordingly well
acquired even without learning by heart.
In the set of textbooks “Tavtavi” there are also technical inexactitudes; in particular, in the student’s book
is indicated the exercise , to be made by the student, though in the workbook there is not given the appropriate
exercise.
Visual Aspect
Unlike old textbooks the new textbooks are made on high level of printing and they are richly illustrated,
that makes them visually attractive for the students.
It is good that every topic has its own color frame along the page sides. On one hand, one topic visually
becomes connected too, on the other hand, it is very important from the psychological point of view that the
stages of progress can be seen and this makes the students feel that they go forward, and also monotony is
avoided.
Introduction of illustrations is very good itself, but in given form they mostly cannot create emotional
background, as they are the images of exemplary things and do not reflect the real life of the students. E.g., if
a student will see a bag, a pencil or a class like she/he her/himself has, will be more interested than seeing
drawings without context; instead of foreign hamburger it’s better to show Georgian reality. For the students
this will be more close and natural and we will provide the target group with the real social and cultural
information.
Indications of Teacher
Teacher’s indications often need to be précised and concretized. During the work with the text, given in
the student’s book, it’s better the questions to be nearer, so that the reader have them before her/his eyes during
reading of the text – this will facilitate the process of purposeful finding of specific information.
In the teacher’s book are given additional indications, but they first of all shall be in the student’s book.
Teacher’s book shall propose only help and not obligatory program: role playing shall be in the student’s book
as a task, so that the teacher understand that this is obligatory exercise and not extra exercise, depending on
his/her enthusiasm.
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