Untitled

saxelmwifo enis swavlebis sakiTxebi:
problemebi da gamowvevebi
Issues of State Language Teaching;
Problems and Challenges
tor, Marika Odzeli, from 2001 was begun the second stage of mentioned project in Post Soviet sphere. With
lingual passport are determined criterions: audit, read, dialog, monolog, writing and levels. Prepared and published
ten important documents of EU council. In materials of conference determined theoretical aspects of
second language teaching. From 2010 it was followed by the publication of trainings and readers of the project
_ “Georgian, as a second language teaching”.
We understand that the second language must become the instrument, which gives the opportunity to
the student to know other culture, to determine its typical marks and assimilated the type of behavior, typically
for the represents of this culture. Only this way is possible to become a student valuable member of intercultural
dialog. It is clear that someone learns language easily, but someone – difficultly. In teaching process the
teacher is searching the ways, which becomes the teaching effective and useful. “You can’t teach the love towards
the language, you only can begin the love, but for this, it is necessary to know the methods of beginning
the love towards the language” (Shchukin, 1990, p.7)
The main methods of language teaching conditionally unite in two groups – it is an intuitive learning in
the process of communicative (communicative methods), or the realize learning of existed rules in language,
grammatical and vocabulary rules (traditional method). Is there existed the universal method? The universal
method does not exist. We should consider that none method has a direct result. The usage of any method
causes the stimulation of learning action and after that we receive the knowledge as its result.
The main point of teaching Georgian, as a second language is a student, as a subject of learning process (action)
and intercultural dialog, with its individual view, motives, emotions, interest and demands.
From academic year of 2010-2011 we receive the first Armenian lingual student. As we had to work
with one student, the methods of group working and role playing particularly were except from the beginning.
That’s why we tried to use the elements of interactive-communicative methodology paralleling traditional
methodology (from easy to difficult, from easy understandable to difficult understandable) which is represent
by formal academic feature of teaching. Naturally, on the first stage of study it was happened the development
of basic communicative abilities with the non-tradition instruction. It was very difficult as student did not
know almost any language (besides less communicative vocabulary) besides his/her native language, although
knew the alphabet. Here we helped importantly our university’s social science, business and law faculty’s student,
who entered in Gori University two years ago and independently could learn Georgian language and to
whom is leaving our newly entered student. Conditionally we called X to newly entered Armenian lingual
student and Y to independently learner student. Both students were from different regions - one was from
Ninotsminda and second from Akhalkalaki. Besides, the working with them meant to work with the student
from less communicative basis (supposedly A) to enough (supposedly B) level basis students, which on one
side aimed the helping for X and on the other hand the development new vocabulary, phraseology and communicative
abilities for Y. In personal interviews were expressed the main tasks and goals for Y connecting to
Georgian language learning as a second language. After entering university he/she passed monthly preparing
course in TSU, after that he/she was in foreign lingual environment and due to his/her abilities, he/she had
begun the learning-understanding of foreign language. It was clear for him/her that if not to learn state language,
like his/her neighbors and friends, he/she would leave in Armenia Republic to get higher education and
after returning from there it will be difficult the integration and finding a job in the borders of Georgian statehood.
At the same time he/she will not be able to learn in other state due to family finance situation. Exactly
that determined his/her aspiration to learn Georgian language that he/she will be able to get not only the profession,
also the right integration in his residence or in necessary cases in any part of Georgia.
The same problems were existed for X, only less hardworking and lingual defects prevented in learning
of language. Working with him/her was very difficult, as we, teachers did not know his/her national language
and naturally, at the beginner stage the explanation of even the level of easy communication or reader for
him/her was so difficult. In listening teaching process our student received vocabulary and the usage of easy
communication means in foreign environment. During teaching was used the elements of “scaffolding” and
such strategies as to ask a question, remind, illustration and such visual resource as visualization, gestures, the
control on idea understanding, paraphrasing. That provided the involving of student actively and continuingly
in learning processes. Also, was used the complete physical reaction methods (mainly “contribution”, the period
of “silence”, to relay on relevant content, instead of the concentration on grammar and etc.). As a result of
the mentioned work X had developed the abilities of listening and speaking, reading and writing. On this side
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