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GÜRCİSTAN'DA 8-12 SINIFLARDA DİL ÖĞRENİMİ VE ÖĞRETİMİ

Yıl 2021, Sayı: 49, 113 - 125, 30.03.2021
https://doi.org/10.17498/kdeniz.889195

Öz

Gürcistan şartlarında dil eğitimi için bütünleşmiş tarzda öğretim yaklaşımları teşvik edilmektedir. Bu durum hem öğrenicilere hem de öğretmene soru sorma, eksiklikleri düzeltme ve genel olarak yapıcı diyalog kurma fırsatı tanımaktadır. Dilbilgisi ve kelime bilgisi, okuma ve yazma, dinleme, fonoloji, telaffuz, konuşma/sözlü iletişim ve pragmatik öğretimi, diğer dilbilimsel yönleriyle birlikte, öğrencinin başarılı olması için farklı stratejiler gerektirir. Dil öğrenimi bağlamında, Gürcü dili bağlamında, odak noktası bağlam ve karmaşıklıktır. Bu durum eğitimcilerin dil öğrenmenin temel üçlüsü ile başa çıkmalarına izin vererek onu benzersiz kılar. Öğretmenler, öğretim yöntemlerini profesyonel uygulama için bir model olarak görürler. Gürcistan'daki çeşitli eğitim kurumlarından öğretmenler ve öğrenciler bu çalışma için veri sağlamıştır. Çalışma için veri elde etmek üzere basit rastgele örnekleme kullanılmıştır. Bu metot eşit katılım şansı sunduğu için ve katılımcıları seçmek üzere kullanılmıştır. Anket hem kapalı hem de açık uçlu sorular içeriyordu, böylece araştırmacı bir dili öğretme ve öğrenmenin stratejilerini ve stillerini daha iyi anlayabilecekti. Gürcistan'da 8-12. Sınıflarda dil öğretmek ve öğrenmek, dil öğrenmede başarıya ulaşmak için diğer öğrenme ortamlarında kullanılabilecek önemli bir modeldir. Bununla birlikte, öğrencilerin dil öğrenme becerilerini geliştirmek için doldurulması gereken boşluklar vardır.

Kaynakça

  • Benson, Phil. (2015). Teaching and researching: Autonomy in language learning. 296 pages, Routledge, Taylor and Francis Group, 2nd Edition, New York
  • Margalitadze, T. and Meladze, G., (2016). Importance of the Issue of Partial Equivalence for Bilingual Lexicography and Language Teaching. In Proceedings of the XVII EURALEX International Congress (pp. 787-797). Lexicographic Centre, Ivane Javakhishvili Tbilisi State University, Tbilisi, Georgia
  • Oxford, R.L., (2016). Teaching and researching language learning strategies: Self-regulation in context. Routledge, Taylor and Francis Group, 2nd Edition, 370 pages, New York
  • Patten, M.L., (2016). Questionnaire research: A practical guide. Routledge, Taylor and Francis Group, 4th Edition, 160 pages, New York
  • Rachvelishvili, N., (2017). Achievement motivation toward learning English language in modern educational context of Georgia. Problems of Education in the 21st Century, 75(4), p.366. Ilia State University, Georgia
  • Riveros, A., Newton, P. and Burgess, D., (2012). A Situated Account of Teacher Agency and Learning: Critical Reflections on Professional Learning Communities. Canadian Journal of Education / Revue canadienne de l'éducation, Vol. 35, No. 1, pp.202-216. Canadian Society for the Study of Education, Stable, Canada https://www.jstor.org/stable/10.2307/canajeducrevucan.35.1.202
  • Sales, G.C., Sentočnik, S., Richardson, J.W. and Gorgodze, S., (2018). Reforming Georgian Education: Recommendations for using Classroom Assessment to improve Student Outcomes. Khazar Journal of Humanities and Social Sciences, Volume 21 № 2 2018, 5-25, Khazar University Press, Baku, Azerbaijan, http://hdl.handle.net/20.500.12323/3782
  • Sharma, G., (2017). Pros and cons of different sampling techniques. International journal of applied research, 3(7), pp.749-752. India
  • Tabatadze, S., (2015). Teachers’ approaches to multicultural education in Georgian classrooms. Journal for Multicultural Education. pp.248-262, Emerald Publishing Limited. UK
  • Tassinari, M.G., (2018). Teaching and researching language learning strategies. ELT Journal, Volume 72 (3), 339–341. Oxford University Press, UK
  • Thomas, N., Rose, H. and Pojanapunya, P., (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review, Volume 1(ahead-of-print), p.1-17, Publisher: De Gruyter Mouton, Germany
  • Uztosun, M. S. (2015). Review of Teaching and Researching Language Learning Strategies. Eurasian Journal of Applied Linguistics, 1(1), 99-104. Onseriz Mart University, Canakkate, Turkey

LEARNING AND TEACHING OF LANGUAGES IN GRADES 8 TO 12 IN GEORGIA

Yıl 2021, Sayı: 49, 113 - 125, 30.03.2021
https://doi.org/10.17498/kdeniz.889195

Öz

The integrated approach to learning is advanced as the best to utilize in the Georgia setting as it gives both the learners and their instructors space to query, correct flaws, and generally engage in a constructive discourse. The teaching of grammar and vocabulary, reading and writing, listening, phonology, pronunciation, speaking/oral communication, and pragmatics among other language aspects require distinct strategies to achieve success on the learning behaviour of students. In the context of language learning in the Georgian context, there is a fundamental focus on context and complexity that enables instructors to deal with the crucial triad of learning language that makes it a unique setting. The teachers view instructional methods as a model for professional practice. Teachers and students from different learning environments across Georgia provided data for this research. Simple random sampling was used to provide data for the study. It was used to select the participants as it offers an equal chance of participation. Questionnaires and interview schedules were used to collect data from the participants. The questionnaire included both closed and open ended questions to enable the researcher cover great ground on the strategies and styles of teaching and learning language. The teaching and learning of languages in grades eight to twelve in Georgia presents an essential model that can be emulated across other learning environments to attain success in language learning. Nonetheless, there are gaps that need to be addressed to improve the language learning experience of learners.

Kaynakça

  • Benson, Phil. (2015). Teaching and researching: Autonomy in language learning. 296 pages, Routledge, Taylor and Francis Group, 2nd Edition, New York
  • Margalitadze, T. and Meladze, G., (2016). Importance of the Issue of Partial Equivalence for Bilingual Lexicography and Language Teaching. In Proceedings of the XVII EURALEX International Congress (pp. 787-797). Lexicographic Centre, Ivane Javakhishvili Tbilisi State University, Tbilisi, Georgia
  • Oxford, R.L., (2016). Teaching and researching language learning strategies: Self-regulation in context. Routledge, Taylor and Francis Group, 2nd Edition, 370 pages, New York
  • Patten, M.L., (2016). Questionnaire research: A practical guide. Routledge, Taylor and Francis Group, 4th Edition, 160 pages, New York
  • Rachvelishvili, N., (2017). Achievement motivation toward learning English language in modern educational context of Georgia. Problems of Education in the 21st Century, 75(4), p.366. Ilia State University, Georgia
  • Riveros, A., Newton, P. and Burgess, D., (2012). A Situated Account of Teacher Agency and Learning: Critical Reflections on Professional Learning Communities. Canadian Journal of Education / Revue canadienne de l'éducation, Vol. 35, No. 1, pp.202-216. Canadian Society for the Study of Education, Stable, Canada https://www.jstor.org/stable/10.2307/canajeducrevucan.35.1.202
  • Sales, G.C., Sentočnik, S., Richardson, J.W. and Gorgodze, S., (2018). Reforming Georgian Education: Recommendations for using Classroom Assessment to improve Student Outcomes. Khazar Journal of Humanities and Social Sciences, Volume 21 № 2 2018, 5-25, Khazar University Press, Baku, Azerbaijan, http://hdl.handle.net/20.500.12323/3782
  • Sharma, G., (2017). Pros and cons of different sampling techniques. International journal of applied research, 3(7), pp.749-752. India
  • Tabatadze, S., (2015). Teachers’ approaches to multicultural education in Georgian classrooms. Journal for Multicultural Education. pp.248-262, Emerald Publishing Limited. UK
  • Tassinari, M.G., (2018). Teaching and researching language learning strategies. ELT Journal, Volume 72 (3), 339–341. Oxford University Press, UK
  • Thomas, N., Rose, H. and Pojanapunya, P., (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review, Volume 1(ahead-of-print), p.1-17, Publisher: De Gruyter Mouton, Germany
  • Uztosun, M. S. (2015). Review of Teaching and Researching Language Learning Strategies. Eurasian Journal of Applied Linguistics, 1(1), 99-104. Onseriz Mart University, Canakkate, Turkey

ИЗУЧЕНИЕ И ПРЕПОДАВАНИЕ ЯЗЫКОВ В 8-12 КЛАССАХ В ГРУЗИИ

Yıl 2021, Sayı: 49, 113 - 125, 30.03.2021
https://doi.org/10.17498/kdeniz.889195

Öz

Интегрированный подход к обучению продвигается как лучший для использования в условиях Грузии, поскольку он дает как учащимся, так и их преподавателям возможность задавать вопросы, исправлять недостатки и в целом участвовать в конструктивном диалоге. Обучение грамматике и лексике, чтению и письму, аудированию, фонологии, произношению, говорению/устному общению и прагматике среди других языковых аспектов требует различных стратегий для достижения успеха в учебном поведении учащихся. В контексте изучения языка, в контексте грузинского языка основное внимание уделяется контексту и сложности, что позволяет преподавателям иметь дело с важнейшей триадой изучения языка, что делает его уникальным. Учителя рассматривают методы обучения как образец для профессиональной практики. Учителя и студенты из разных учебных заведений по всей Грузии предоставили данные для этого исследования. Для получения данных для исследования использовалась простая случайная выборка. Он был использован для отбора участников, так как он предлагает равные шансы на участие. Анкеты и расписания интервью использовались для сбора данных от участников. Анкета включала как закрытые, так и открытые вопросы, чтобы исследователь мог лучше понять стратегии и стили преподавания и изучения языка. Преподавание и изучение языков в 8–12 классах в Грузии представляет собой важную модель, которую можно использовать в других учебных средах для достижения успеха в изучении языка. Тем не менее, есть пробелы, которые необходимо устранить, чтобы улучшить навыки изучения языка учащихся.

Kaynakça

  • Benson, Phil. (2015). Teaching and researching: Autonomy in language learning. 296 pages, Routledge, Taylor and Francis Group, 2nd Edition, New York
  • Margalitadze, T. and Meladze, G., (2016). Importance of the Issue of Partial Equivalence for Bilingual Lexicography and Language Teaching. In Proceedings of the XVII EURALEX International Congress (pp. 787-797). Lexicographic Centre, Ivane Javakhishvili Tbilisi State University, Tbilisi, Georgia
  • Oxford, R.L., (2016). Teaching and researching language learning strategies: Self-regulation in context. Routledge, Taylor and Francis Group, 2nd Edition, 370 pages, New York
  • Patten, M.L., (2016). Questionnaire research: A practical guide. Routledge, Taylor and Francis Group, 4th Edition, 160 pages, New York
  • Rachvelishvili, N., (2017). Achievement motivation toward learning English language in modern educational context of Georgia. Problems of Education in the 21st Century, 75(4), p.366. Ilia State University, Georgia
  • Riveros, A., Newton, P. and Burgess, D., (2012). A Situated Account of Teacher Agency and Learning: Critical Reflections on Professional Learning Communities. Canadian Journal of Education / Revue canadienne de l'éducation, Vol. 35, No. 1, pp.202-216. Canadian Society for the Study of Education, Stable, Canada https://www.jstor.org/stable/10.2307/canajeducrevucan.35.1.202
  • Sales, G.C., Sentočnik, S., Richardson, J.W. and Gorgodze, S., (2018). Reforming Georgian Education: Recommendations for using Classroom Assessment to improve Student Outcomes. Khazar Journal of Humanities and Social Sciences, Volume 21 № 2 2018, 5-25, Khazar University Press, Baku, Azerbaijan, http://hdl.handle.net/20.500.12323/3782
  • Sharma, G., (2017). Pros and cons of different sampling techniques. International journal of applied research, 3(7), pp.749-752. India
  • Tabatadze, S., (2015). Teachers’ approaches to multicultural education in Georgian classrooms. Journal for Multicultural Education. pp.248-262, Emerald Publishing Limited. UK
  • Tassinari, M.G., (2018). Teaching and researching language learning strategies. ELT Journal, Volume 72 (3), 339–341. Oxford University Press, UK
  • Thomas, N., Rose, H. and Pojanapunya, P., (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review, Volume 1(ahead-of-print), p.1-17, Publisher: De Gruyter Mouton, Germany
  • Uztosun, M. S. (2015). Review of Teaching and Researching Language Learning Strategies. Eurasian Journal of Applied Linguistics, 1(1), 99-104. Onseriz Mart University, Canakkate, Turkey
Toplam 12 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Tamuna Khetagurı 0000-0002-0752-6318

Mzia Zangaladze Bu kişi benim 0000-0003-2617-4896

Yayımlanma Tarihi 30 Mart 2021
Gönderilme Tarihi 1 Şubat 2021
Yayımlandığı Sayı Yıl 2021 Sayı: 49

Kaynak Göster

APA Khetagurı, T., & Zangaladze, M. (2021). LEARNING AND TEACHING OF LANGUAGES IN GRADES 8 TO 12 IN GEORGIA. Karadeniz Uluslararası Bilimsel Dergi, 1(49), 113-125. https://doi.org/10.17498/kdeniz.889195