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GÜRCİSTAN OKULLARINDA 1-7 SINIFLARDA DİL ÖĞRENİMİ VE ÖĞRETİMİ ÜZERİNE

Year 2020, Issue: 46, 62 - 71, 10.06.2020
https://doi.org/10.17498/kdeniz.689828

Abstract

Çalışmada Gürcistan'da öğretmenler tarafından devlet okullarında Gürcistan kalite standartlarına uygun olarak dil öğretiminde kullanılan çeşitli yöntem ve gerek çocuklar, gerekse eğitmenler için gelişmiş performans sağlayan çeşitli stratejiler incelenmiştir. Yapılan araştırmada Gürcistan’ın devlet okullarında öğretmenlik yaparken öğretmenlerin farklı yöntem ve stratejiler kullanıldığı tespit edilmiştir. Çalışma esnasında çeşitli devlet okullarında veri toplama yöntemi olarak anket ve mülakatlar kullanılmıştır. Toplanan verilerden, eğitmenlerin ekseriyeti tarafından görevlerini yerine getirirken hibrit eğitim yöntemi ve teknolojik faktörlerin bir strateji olarak dâhil edilerek kullanıldığı ortaya çıkmıştır.
Bilindiği gibi geçen yüzyıl boyunca, geleneksel öğretim yöntemleri önemli değişikliklere uğradı. Bu süreç Gürcistan eğitim sistemine de yansıdı. Araştırmamıza göre Gürcistan'da öğretmenlerin bir kısmı, birinci sınıftan yedinci sınıfa kadar dil öğretimi için daha yüksek standartlara uygun eğitim sistemleri üzerine odaklanmıştır. Eğitim yetkilileri tarafından belirlenen standartları karşılamak üzere Gürcistan kalite standartlarına uygun olarak çeşitli öğretim yöntemleri ve stratejileri kullanılmıştır. Anlaşıldığı kadarıyla eğitmenlerin dil bilgisini öğrencilere ulaştırma modlarında farklılık görülmektedir. Çalışmanın sonuçlarına göre, sınıflarda çoğu öğretmen tarafından hibrit yöntemin kullanıldığı belli olmuştur. Böylece öğrencilere bireysel olarak temel ihtiyaçlar sunulmuş ve ilaveten isteğe bağlı olarak bu yöntem çeşitli öğrenciler için uygulanmıştır. Bunun dışında, teknolojinin gelişmesi sayesinde, çoğu öğretmen tarafından tüm sınıflarda etkili bir öğrenme stratejisi olarak teknolojik yaklaşımların dikkate alınması önerilmiştir. Ayrıca, çalışmada evde okumaya daha fazla zaman ayırmakla birlikte engelli öğrencilerin eğitimine odaklanması önerilmiştir.

References

  • García, E.E., Frede, E.C. eds., (2019). Young English language learners: Current research and emerging directions for practice and policy, Teachers College Press. Columbia University. Amsterdam Avenue. New York.
  • Genishi, C. , Dyson, A.H., (2015). Children, language, and literacy: Diverse learners in diverse times. Teachers College Press. New York,
  • Georgia Department of Education, (2015). Kindergarten English Language Arts Georgia Standards of Excellence (ELA GSE). Georgia.
  • Ghanizadeh, A., Jahedizadeh, S., (2016). EFL teachers’ teaching style, creativity, and burnout: A path analysis approach. Cogent Education, 3(1). Informa UK Limited. London.
  • Habók, A., Magyar, A., (2018). The effect of language learning strategies on proficiency, Attitudes and school achievement. Frontiers in psychology, 8. Creative Commons Corporation, Los Angeles.
  • McNamara, S., Blenco, G., (2018). Teaching special needs: Strategies and activities for children in the primary classroom. 1st Edition. Routledge. London.
  • Oxford, Rebecca L., (2016). Teaching and researching language learning strategies: Self-regulation in context. 1st Edition. Routledge. New York.
  • Razak, N.A., Ahmad, F., Shah, P.M., (2017). Perceived and preferred teaching styles (methods) of English for specific purposes (ESP) students. Journal: e-Bangi, 4(1). University Kebangsaan Malaysia, Selangor.

ИЗУЧЕНИЕ И ПРЕПОДАВАНИЕ ЯЗЫКОВ В 1-7 КЛАССАХ В ГРУЗИИ

Year 2020, Issue: 46, 62 - 71, 10.06.2020
https://doi.org/10.17498/kdeniz.689828

Abstract

В ходе исследования изучались различные стили преподавания языка, используемые учителями в Грузии в государственных школах. Точно так же в исследовании рассматриваются различные стратегии, которые обеспечивают улучшение успеваемости как детей, так и инструкторов, и они предоставляют свои услуги в соответствии с требованиями стандартов качества Грузии. Исследование показывает, что учителя используют различные стили и стратегии при обучении в государственных школах страны. Тем не менее, исследование использовало вопросники и интервью в качестве методов сбора данных в различных отдельных государственных школах. Собранные данные показывают, что большинство инструкторов используют гибридный метод обучения и включение технологических факторов в качестве стратегии при выполнении своих мандатов.
Различные преподаватели в Грузии концентрируют свое внимание на предоставлении качественных образовательных систем в большей степени на преподавании языков с первого по седьмой классы. Для этого они используют различные методы и стратегии обучения, чтобы соответствовать стандартам, установленным органами образования, такими как стандарты качества Грузии. Результаты исследования объясняют, что большинство учителей, преподающих в этих классах, используют гибридный метод, таким образом предлагая отдельным учащимся основные потребности и дополнительно приспосабливая различных учеников. Кроме того, благодаря развитию технологий, большинство преподавателей уделяют внимание технологическому подходу как стратегии эффективного обучения во всех классах. Кроме того, исследование рекомендует инвестиции в домашнее чтение и сосредоточить внимание на учениках с нарушениями обучения в Грузии.

References

  • García, E.E., Frede, E.C. eds., (2019). Young English language learners: Current research and emerging directions for practice and policy, Teachers College Press. Columbia University. Amsterdam Avenue. New York.
  • Genishi, C. , Dyson, A.H., (2015). Children, language, and literacy: Diverse learners in diverse times. Teachers College Press. New York,
  • Georgia Department of Education, (2015). Kindergarten English Language Arts Georgia Standards of Excellence (ELA GSE). Georgia.
  • Ghanizadeh, A., Jahedizadeh, S., (2016). EFL teachers’ teaching style, creativity, and burnout: A path analysis approach. Cogent Education, 3(1). Informa UK Limited. London.
  • Habók, A., Magyar, A., (2018). The effect of language learning strategies on proficiency, Attitudes and school achievement. Frontiers in psychology, 8. Creative Commons Corporation, Los Angeles.
  • McNamara, S., Blenco, G., (2018). Teaching special needs: Strategies and activities for children in the primary classroom. 1st Edition. Routledge. London.
  • Oxford, Rebecca L., (2016). Teaching and researching language learning strategies: Self-regulation in context. 1st Edition. Routledge. New York.
  • Razak, N.A., Ahmad, F., Shah, P.M., (2017). Perceived and preferred teaching styles (methods) of English for specific purposes (ESP) students. Journal: e-Bangi, 4(1). University Kebangsaan Malaysia, Selangor.

LEARNING AND TEACHING OF LANGUAGES IN GRADES ONE TO SEVEN IN GEORGIA

Year 2020, Issue: 46, 62 - 71, 10.06.2020
https://doi.org/10.17498/kdeniz.689828

Abstract

The study investigated various language teaching styles employed by the teachers across the Georgia states within the public schools. Equally, the research looks into different strategies that ensure improved performances of the children as well as instructors, and they deliver their services as mandated by Georgia Standards of Excellence (GSE). The research shows that teachers use multiple styles and strategies in teaching in the state’s public schools. However, the study used questionnaires and interviews as methods of data collection in various selected public schools. Data collected indicates that most of the instructors use the hybrid method of teaching and incorporation of technology factors as a strategy in delivering their mandates.
Different teachers in Georgia State concentrate on delivering quality education systems more so in teaching languages from grades one to seven. To do so, they employ various teaching methods and strategies to meet the standards set by the education authorities such as the Georgia Standards of Excellence (GSE). The results of the study explain that most of the teachers teaching these grades employ a hybrid method, thus offering individual learners with the essential needs and further accommodates a variety of students. Furthermore, due to development in technology, most of the instructors focus on the technological approach as the strategy in effective teaching across all the grades. Moreover, the research recommends investments in home reading and focus on learners with learning disabilities across the Georgia state.

References

  • García, E.E., Frede, E.C. eds., (2019). Young English language learners: Current research and emerging directions for practice and policy, Teachers College Press. Columbia University. Amsterdam Avenue. New York.
  • Genishi, C. , Dyson, A.H., (2015). Children, language, and literacy: Diverse learners in diverse times. Teachers College Press. New York,
  • Georgia Department of Education, (2015). Kindergarten English Language Arts Georgia Standards of Excellence (ELA GSE). Georgia.
  • Ghanizadeh, A., Jahedizadeh, S., (2016). EFL teachers’ teaching style, creativity, and burnout: A path analysis approach. Cogent Education, 3(1). Informa UK Limited. London.
  • Habók, A., Magyar, A., (2018). The effect of language learning strategies on proficiency, Attitudes and school achievement. Frontiers in psychology, 8. Creative Commons Corporation, Los Angeles.
  • McNamara, S., Blenco, G., (2018). Teaching special needs: Strategies and activities for children in the primary classroom. 1st Edition. Routledge. London.
  • Oxford, Rebecca L., (2016). Teaching and researching language learning strategies: Self-regulation in context. 1st Edition. Routledge. New York.
  • Razak, N.A., Ahmad, F., Shah, P.M., (2017). Perceived and preferred teaching styles (methods) of English for specific purposes (ESP) students. Journal: e-Bangi, 4(1). University Kebangsaan Malaysia, Selangor.
There are 8 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Tamuna Khetagurı 0000-0002-0752-6318

Mzia Zangaladze This is me 0000-0003-2617-4896

Publication Date June 10, 2020
Submission Date February 16, 2020
Published in Issue Year 2020 Issue: 46

Cite

APA Khetagurı, T., & Zangaladze, M. (2020). LEARNING AND TEACHING OF LANGUAGES IN GRADES ONE TO SEVEN IN GEORGIA. Karadeniz Uluslararası Bilimsel Dergi(46), 62-71. https://doi.org/10.17498/kdeniz.689828