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REFERENCES saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges Effective Methods of Reading. National Teacher Professional Development Center. 2010 Journal “Mastsavlebeli”. #3 (9), 2010. Beselia, Papava. Literacy in Elementary Grades. Norwegian Refugee Council. 2011 Helping ESL students understand written texts. A guide to learning English. http://esl.fis.edu/teachers/support/commun.htm Cullinan E. Bernice. Literature and the Child. HBJ. 1981 Just Read Now! SQ3R http://www.justreadnow.com/strategies/sq3r.htm Reading Methods: SQ3R. Academic Resource Center. http://www.arc.sbc.edu/sq3r.html Semantic Mapping. http://literacy.kent.edu/eureka/strategies/semantic_mapping.pdf 373
Zeinab Gvarishvili Batumi State University, Georgia saxelmwifo enis swavlebis sakiTxebi: problemebi da gamowvevebi Issues of State Language Teaching; Problems and Challenges Issue of Georgian-English False friends in Second Language Acquisition ABSTRACT False friends are a real problem for language learners. Even so, little research has been done on the identification of the difficulties learners have when it comes to the use of Georgian-English FFs. The aim of this paper is to analyze the problem of false friends and their role in the process of English language acquisition for Georgian learners of English. Research result data allowed us to identify the extent of the problem. This study provides new insights into the linguistic and the communication problems derived from a misuse of these lexical items. The present paper focuses on the issue of “ false friends” and its role in English language acquisition of Georgian learners; it also determines the difficulties the units under question may produce, from two different viewpoints: from the learners standpoint, that is to say, the linguistic problems students should face to achieve a complete command of the English lexicon and from the point of view of the recipients, that is, the communication problems that may arise from the misuse of false friends. From the point of view of language teaching, the misuse of “false friends” has two types of “side effects”. On the one hand, it reveals the students incomplete lexical competence and, on the other hand, it leads to the communication of unintentional meanings. These reasons clearly justify the need for discussing and identifying these problems in order to alleviate them. False friends have been extensively studied in different languages. Many interesting studies are dedicated to French- English, (O’Neill, M., & Casanovas, C., 1994) Spanish-English, (Chacon, 2005; Holmes and Guerra Ramos, 1993) German-English,(C. Gutknecht. 2004) Russian- English (R. Budagov 1975) false friends however, there is considerable lack of studies in the sphere of Georgian-English false friends though this issue is of pivotal importance for Georgian learners of English language. Deceptive cognates or so called “false friends” are the words which are similar in form but different or only partly similar in meaning. They may have the same etymology but it is not always so. As Lado describes them they are “sure-fire traps” of interpreters (Lado, 1967:84). Rufus, Prinsloo and De Shryver 2004:73) classified false friends according to their semantic continuity into absolute and partial false friends. Absolute false friends tend to cause less problems, as, though similar at first sight, their meaning is completely different. Consequently, they are never found in the same context, e.g. English “Talon” and Georgian „ტალონი“; [taloni] - that means coupon; English ”order” and Georgian „ორდერი“[orderi] – writ/warrant; “Fabric”- “ფაბრიკა“ [fabrika]-factory/mill. However, they may be problematic for Georgian learners on the starting stage of second language acquisition. As it is known, Learners of foreign language may draw on their previous knowledge (the meaning of the words in their own language)and may fall in the “trap” of false friends because of the reliance on their primary vocabulary, especially if the learner is not well aware of the semantic structure of the second language. Partial False friends, in differences with the total ones which occur in the early stage of the second language learning and are results of indiscriminate use of the dictionary, are especially problematic for upper intermediate and advance learners of English language. Partial false friends are not only similar in their morphological structure but have the same meaning in some contexts. In such cases the overlapping meanings may occur due to their partial correspondence. For example, the English adjective “accurate” corresponds to Georgian „აკურატული“[akuratuli]. However, in translation of the Georgian collocation “აკურატული 374
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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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