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saxelmwifo enis swavlebis sakiTxebi:
problemebi da gamowvevebi
Issues of State Language Teaching;
Problems and Challenges
There are three levels of text difficulty:
1. Frustration level (Students are not able to read and understand text independently. Even in case of applying
auxiliary means, students demonstrate negative emotion and their motivation goes down).
2. Learning level (this is a medium, moderate difficulty level. In case of adequate assistance, students will be
able to read and understand the text.)
3. Independent reading level (students will be able to read and understand the text without external assistance.
In this case, the reading task is so simple that it may possibly even decrease student's reading motivation.)
It is important that teachers and students are exposed to a large variety of texts of learning and independent
reading level.
If a teacher decides to use the text, it is desirable to use well-proven strategies that will definitely contribute
to the understanding and comprehension process. Some of these strategies are: "Semantic Map", "Concept
categories", "SQ3R", "I know – I am interested" etc. The most important features of these strategies are the
following:
� The student understands what the purpose of reading the text is and realizes what to do after reading
it. When student reads and clearly understands the goals, he/she focuses on the acquired information,
which may be used later.
� The student activates the pre-knowledge, which is very important in the process of reading the text
(especially large text).
� The text allows students to familiarize with the topic of the text in advance and discuss this topic at
home, in their native language.
� The text provides opportunities for students to express assumptions regarding the topic.
� The text provides opportunities for students to answer the questions, which will be later explored
and responded throughout the process of reading
� The text allows students to familiarize themselves with key lexical units, which they will further
find in the text.
� The text reminds to the students how important it is to pay attention to subtitles, diagrams and illustrations.
� The text offers students to highlight incomprehensible parts, so that they explore them later.
� It is important that students gradually gain relevant skills to use the mentioned strategies independently
when working on different texts in various contexts.
At the end of the article are listed basic orientation objectives, which significantly speed up the process of
understanding an informational text and complement to achieve academic success in all subjects.
]How can education system and schools contribute to the process?
� Inclusion of the goal of developing student skills of reading and writing informational text at the
primary level of the National Curriculum;
� Provision of schools with a variety of informational texts (both printed and electronic) with different
topics and increasing complexity;
� Equipping teachers with relevant teaching strategies through training and special professional literature.
How teachers can contribute the process?
� Try to apply the most effective strategies to work on informational texts;
� Understand and differentiate main concepts and characteristics of informational text;
� Enhance relevant professional development;
� Constant application of reading strategies in teaching
� Feedback and evaluation.
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