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saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges In one of the levels of teacher’s books of “Tavtavi” is given a sketch of five exemplary lessons, assessment system and criteria, methodological guidance for different issues. Taking into consideration the existing contingent of teachers, it is desirable to describe in more details process of several exemplary lessons, formulating educational goal of every component element and each part in the textbooks of each levels. REFERENCES Karl-Richard Bausch, Herbert Christ, Hans-Jürgen Krumm (Hrsg.). (2003). Handbuch Fremdsprachenunterricht. Tübingen: A.Francke Verlag, p. 229 Bernd Kast, Gerhard Neuner. 1998. Zur Analyse, Begutachtung und Entwicklung von Lehrwerken - For Analysis, Assessment and Perfection of the Textbooks). Fremdsprachenunterricht in Theorie und Praxis. Berlin: Langenscheidt Marika Odzeli. 2006. Description of the Levels of Language Proficiency. Tbilisi – This Standard of Georgian Language Relies on the Language Standard of the Multilingual Europe. Ekaterine Shaverdashvili. 2000. Deutsch als Fremdsprache. Zur Grundlegung eines Cirriculums für den Deutschunterricht in Georgien. Rahmenbedingungen, historische Entwicklung und gegenwärtige Tendenzen. Münster: Lit Verlag. German, as a Foreign language.For Creation of German Language Lesson Curriculum in Georgia. Preconditions, Historical Development and Modern Trends. Textbook Set “Tavtavi” I, II, III levels. 2005-07, Tbilisi: Sakartvelos Matsne. Kitoshvili T., Lobjanidze I. 2008-09 “Let’s Learn Georgian Language” Tbilisi, Bakur Sulakauri Publishing House. 365
Naira Bepieva Ivane Javakhishvili Tbilisi State University, Georgia saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges Comparative Grammar in the Discourse of Bilingual Teaching (on the example of Georgian and Ossetian languages) ABSTRACT Ossetian language Indo-European language family belongs to the particular, the Iranian group, in the Georgian-Caucasian. Bilingvuri training time necessary to consider these languages, the structural and linguistic features. Necessary phonetic, morphological and syntactic reveal details of their consideration, and comparative analysis. It is known that the Georgian verb can have a variety of expression, a coordinating role in the proposal to charge him. Non-verb in trouble all the nuances of the transmission, which is a Georgian verb (person ragvarobis promotion, Contact, etc..). Bilingvuri training time, first of all, consider the verb proper transmission characteristics. In particular, the rotational transition, matching the subject of the issue. Ossetian turnover of equally named in the subject of the verb stands in transition I, II and III series with the verb. Georgian contrast, where such a subject I named the series with the verb to represent the flow, II series with the verb in the story, and the Series IIIverb with the given. This leads to errors such order. It should also take into account the characteristics of which are common to the Ossetian language, particularly in the Ossetian language verb can not express in origin - the relationship between purposes other parts of speech daukhmareblad. The Ossetian language, the verb form of behavior can not. Prepiks - Suffix permit, or the verb form of the transmission is not possible. Any form of conduct is necessary to Enable the verb names or pronouns. In order to express the verb, it is necessary to try our nouns, part of speech or other appropriate form. This is particularly obvious with regard to Georgia, where the verb form of this verb in most cases, expressed in the appropriate signs. O from the Georgian-Ossetian language translation of the required forms such appropriate form of behavior (and not the house avishene avishene house for me). Ossetian language belongs to Indo-European language family, namely, the Iranian branch and Georgian language belongs to Caucasian group of languages. Structural and linguistic peculiarities of these two languages must be taken into account during bilingual teaching. It is necessary to display phonetic, morphological and syntactic nuances, take them into account and make a comparative analysis. Georgian verb is known to have rather diverse expressive means and it has coordinating role in a sentence. In some other languages it is difficult for a verb to render all those nuances which Georgian verb has (display of person marking; an issue of the relationship of subjective and objective persons; Contact; grammatical category known as “version”, etc.). During bilingual teaching first of all the peculiarities of verbs are to be rendered in a proper way, namely, the question of declension of the subject corresponding to the transitive. The subject of a transitive verb with the verb of I, II and III Series in Georgian is found in three declensions; with the verb in Series I it is in the Nominative case, with the verb in Series II it is in the Narrative case and with verb in Series III it is in the 366
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ekaterina protasova helsinkis unive
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usuli enis magaliTi saxelmwifo enis
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katri raiki tartus universitetTan a
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zenta anspoka dace dalbina vineta v
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imersia saxelmwifo enis swavlebis s
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TinaTin kiRuraZe ilias saxelmwifo u
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a. passionate b. Pathetic c. enthus
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Ekaterina Protassova University of
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Dace Dalbina, Vineta Vaivade Latvia
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Plurilingualism and plurilingual co
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REFERENCES saxelmwifo enis swavlebi
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Irine Shubitidze CCIIR, Tbilisi, Ge
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Shalva Tabatadze Ivane Javakhishvil
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