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REFERENCES saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges A.Shanidze. Grammar of Georgian Language, v.I Tb., 1969. Grammar of the Ossetian Language, v.I ed.: professor G.S.Akhvlediani, Ordjonikidze, 1968. V.Abaev, Short grammar course of the Ossetian language. In: Ossetian-Russian Dictionary. Madёlon literaturё, Tskhinvali, 1974. Taxyazny T., Iron Evzag, Dzёrujixtiёy, 1991 Gabaraev N. Ya. Iron ёvzag axyyegwnion Мадёлон литературё, Цхинвал, 1974. Габараев Н. Я. Ирон ёвзаг, ахуыргёнён чиныг 5-6 кълёстён, Цхинвал, 1987. Тахъазты Т., Ирон Ёвзаг, Дзёуджыхъёу, 1991. Медойты Б. Г., Нырыккон ирон ёвзаг морфологи, Цхинвал, 2003. 369
Natia Natsvlishvili, Paata Papava National Center for Teacher Professional Development saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges Assisting Second Language Learners to Comprehend Informational Texts ABSTRACT The main purpose of the presented article is to emphasize the relevance, specificity and instruments for working on informational texts in bilingual schools. We will touch on and discuss issues such as: the importance of informational text and its frequent application in learning, how are informational texts different from other types of texts, what are the characteristics of the informational text and what makes it difficult? How can teachers and schools contribute to assist students’ learning? Importance of an Informational text and its application In the modern technological era, many think that pertinence of a book has been significantly diminished due to accessibility to other, more comfortable sources for not only obtaining new information, but also exploring new paths for personal development. However, in fact, contrary to the dominant assumptions, nowadays the importance of texts in general has increased. We are exposed to the different texts in expanded scopes. Today we are readers of both printed and electronic books. Deciphering versatile information and practical instructions has become an integral part of our everyday life. Schools and school teachers play a vital role in the developing learners' reading and writing skills. A teacher is expected to equip a student with those skills that are essential in achieving further success. When we talk about the importance of developing reading skills, we should also mention that it increases when dealing with informational texts. We can assume that the informational text contains all essential aspects of daily life and work orientation. These aspects make informational texts more crucial in terms of equipping students with relevant skills to read and understand the content. Due to those functions mentioned above, acquiring relevant skills for reading an informational text is of utmost importance for those people in particular, who use second language in everyday life orientation, as well as adjusting to a variety of educational and business objectives. Daily, within the school and family settings, the second language student deals with various texts, which are different in terms of types, content and difficulty. Bilingual schools are gradually expanding quantity and size of Georgian texts year by year. Different subjects are taught to second language students through Georgian texts and consequently, they learn new concepts/terms and try to connect facts and opinions with each other. If we look at the types of texts that students work with, we could easily discover that the significant part of these reading texts are informational in nature, which means that they are aimed to describe, as well as indicating, connecting, listing and comparing facts and events. School textbooks for all subjects, as well as other learning materials, include informational texts along with literary texts. How does informational text differ from other types of texts, what is its specific feature and what makes it difficult to understand? It is not easy to understand an informational text. Notwithstanding the fact that at the beginning of the learning process students encounter, process and develop exclusively informational texts, the research reveals that students around the globe struggle to understand informational, rather than literary texts. This is not a 370
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ekaterina protasova helsinkis unive
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usuli enis magaliTi saxelmwifo enis
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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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Sophie Mujiri Ivane Javakhishvili T
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