Untitled

saxelmwifo enis swavlebis sakiTxebi:
problemebi da gamowvevebi
Issues of State Language Teaching;
Problems and Challenges
he/she has given an opportunity of integration in non Armenian sphere. According to the results of final exams
the student has supposedly A2 level knowledge in Georgian, as in second language. But for the improving of
next teaching appears problems, which mainly is about the transformation from easy syntax constructions to
difficult phraseology texts, which requires appropriate methodology conducting.
What about the syllabus and books, it should mentioned that due to the meeting materials of Batumi
in 2010, the materials and readers of Kakha Gabunia, Giuli Shabashvili, Nino Sharashenidze, Nana
Shavtvaladze and other’s works were adopted as the books. We pay attention on the syllabus and readers of
several subjects. The first semester of learning process is responsible as for teacher as the student. That’s way
the subjects chose in this stage – writing-reading, listening-speaking are for learning the abilities of beginning
barrier with orthoepic and orthographic accuracy. We chose the listening for analysis. Due to syllabus, the
mentioned course was aimed the practical usage of Georgian language for oral, the abilities of speaking, different
kinds texts creation in Georgian language, expresses, analysis, interpretation and reproduction. It should
be developed the cognitizm, social, systemic, communicative abilities. All this would be included the borders
of three hours weekly, the five credits. From this one hour would be theoretical, although the total hours were
presented as a form of theoretical-practical. In our opinion this form gave better result. Each issue was explained
in practical aspects and the student has opportunity to learn it in all its aspects, timely and intelligently
during three hours. The poems, short stories, dialogs which contained the learnt vocabulary were the best chosen;
to know the characters by means of voice and intonation. Here the mobile communication completed its
role. From the first contact student knew the voice of teacher and almost understood the content of conversation
from the slower rate conversation. Not often we used the further acceleration of the rate of conversation
with phone communication. Short and simple massages step by step moved to perception of difficult phrases.
At the first mid-term evaluation the emphasis was made on the dialogues (in the market, in the hairdresser, in
the street, on the phone); at the second interim evaluation has been used to listen and understand of the audio
text record (informational involvement), perception and understanding of extract of TV program and, finally,
understanding of the heard text, record from a computer monitor - with response text.
Selected texts for examination aimed expression of practical skills of materials studied by students,
oriented on action. Further texts of manual-reader has been getting difficult, here remember of necessary
phrasemes was relatively hardly for “basic stock” of student, but we believe it more or less contributes to the
transition from simple to complex, from easily understandable perception of complex and brought opinion
around the listening. We believe that the mentioned reader in the subject of “listening" was succeeded its purpose.
REFERENCES
Gabunia, 2008 - GABUNIA K., Language Politics and Georgia’s Educational System, From Collection: Materials
of the 1 st Scientific Conference (Issues of State Language Teaching in Educational Space), 2008, Publishing
House XXX;
1. Merchule, 1999 –NERCHULE GR., “Life of Grigol Khandzteli”, From Collection: A Reading-book of
Ancient Georgian Literature, 1999, Tbilisi, Publishing house “Metsniereba”;
2. Tabatadze, 2008 –TABATADZE SH., General National Exam System For University Admissions,
From Collection: Materials of the 1 st Scientific Conference (Issues of State Language Teaching in
Educational Space), 2008, Publishing House XXX;
3. Shchukin, 1990 – SHCHUKIN A., Technique of teaching Russian as a Foreign Language, 1990, Moscow.
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