INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION最新文献

{"title":"The Role of Tutor’s Feedback in Writing E-Course","authors":"G. Shabashvili, Ketevan Gochitashvili","doi":"10.22333/ijme.2018.12006","DOIUrl":"https://doi.org/10.22333/ijme.2018.12006","url":null,"abstract":"Paper aims to discuss the type, role and features of feedback of online writing course within the Georgian higher educational environment. Regulations of E-Learning Education is not set yet in the country. Therefore tutors are not experienced to run ecourses in general and the role/ importance of e-feedback is almost unfamiliar to them. The paper is preliminary research which aims to reveal the tutors’ attitudes/ readiness to apply e-feedback in their further activities. The research was conducted by following methods: Interviews: teachers were asked what do they think about importance of e-feedback and to which extent are they experienced in this regard. Questioners: teachers were given information about the main writing activities (Content, Structure, Analyse, Sources, Citation…) and main type of Feedback (Negative, Positive, Group, Corrective, Preventive, Peer, Evaluative) for each activity. Questioners contain the list of different feedback tools (e-mail, Forum, Private message, Audio/video-feedback…) as well. Teachers were given the opportunity to choose the most appropriate combination of feedback tools and types of each writing activities. Data analyse and results: The research reveals that instructors would prefer FtoF communication and traditional evaluation. As for the above mentioned combinations given in questionnaires, they were choosing simplest and not specific variations. Thus, they are less aware of the type of feedbacks and did not realize the possibilities and effectiveness. The paper studies the main reasons of it and based on both theoretical approaches and analysed data gives the recommendations to tutors. The results are generalized and prepared as a guidelines for the course designers and authors","PeriodicalId":361082,"journal":{"name":"INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION","volume":"65 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116593573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"TEACHER TRAINING: EDUCATIONAL ACTIVITIES FOR PRE-SERVICE TEACHERS","authors":"V. Targamadze, V. Juskiene, Mariam Manjgaladze","doi":"10.22333/ijme.2018.12005","DOIUrl":"https://doi.org/10.22333/ijme.2018.12005","url":null,"abstract":"Teacher training has always been a challenge as teachers are prepared for work in the future, with a focus on developing the competencies required for a future person. Therefore, it is expedient to identify the competencies that he or she needs to develop. It is likely that those will be new directions of competence: creating new value, reconciling tensions and dilemmas, taking responsibility. In order to implement these or other competencies and literacies, it is necessary to model the study programmes of teacher training and educational activities used by teacher educators in pursuit of these goals. It is the suitability of educational activities used for the training of educators, working with the new generation, that is analysed in this article. In 2018, an empirical research was carried out on the suitability of the types of educational activities, as distinguished by D. Leclercq and M. Pournay (2005), used by the teacher educator in the preparation of pre-service teachers, with respect to the opinion of educational science researchers – experts. The research included nine researchers selected according to particular criteria, who were from three countries, namely Georgia, Latvia and Lithuania. There were three researchers from three different countries who assessed the suitability of educational activities by answering in writing to the questions submitted in the questionnaire. According to the experts, all types of educational activities may actually be suitable as long as they are targeted and properly designed to achieve the intended learning goals.","PeriodicalId":361082,"journal":{"name":"INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123989436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"On the Relation between Inference and Epistemics in the Verb Paradigm of the Kartvelian Languages","authors":"Ramaz Kurdadze, K. Margiani, Maia Lomia","doi":"10.22333/ijme.2018.12003","DOIUrl":"https://doi.org/10.22333/ijme.2018.12003","url":null,"abstract":"The verb paradigm of the Kartvelian languages enables us to draw interesting conclusions regarding the interrelationship between inference and epistemic modality. The paper analyzes the evidential perfect tenses common for all Kartvelian languages. The paper also focuses on certain organic imperfect evidential verb forms peculiar to the Megrelian and Svan languages. The issue of relation between inferential evidentiality and epistemics in the Kartvelian languages may be formulated as follows: a) Not every verb expressing inferential evidentiality is capable of expressing epistemic modality, b) All the verbs expressing epistemic modality are necessarily evidential.","PeriodicalId":361082,"journal":{"name":"INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127672054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Georgian as a second language: Modality and Tense (modal unda) 1","authors":"N. Sharashenidze","doi":"10.22333/ijme.2018.12004","DOIUrl":"https://doi.org/10.22333/ijme.2018.12004","url":null,"abstract":"In the Georgian language, the verb paradigm is distributed among the forms of screeves (Shanidze). A screeve is a complex grammatical category which embraces the characteristics of tense, person, aspect, mood, permansive, resultative, perfect, evidentiality. The agglutinative nature of the language implies the existence of several grammatical meanings in one and the same verb form. The category of modality is expressed by means of adding modal elements to the verb form. The modal element expresses modal semantics, whereas the verb form bears the semantics of other grammatical categories. Thus, in Georgian, a modal construction embraces a combination of several grammatical peculiarities and semantics. The modal element is not usually found with all screeve forms. In order to express a modal content, different modal elements choose different screeves. The categories of tense and aspect are important features of the modal construction. The modal element unda is used with three screeves in Georgian: Present Subjunctive, Second Subjunctive and Second Resultative. Out of these, two are subjunctive mood forms, whereas the third one is the form of the indicative mood. However, as a result of weakening of the functions of the third subjunctive, the screeve of the second subjunctive has acquired numerous functions. One of such functions is to express modality in the past. Acquisition of modal constructions is an important part of language teaching. Modal constructions express the speaker’s attitude. In this regard, at a certain stage of language teaching these constructions are frequently addressed. It is very important for the learner to grasp the rules of formation of these constructions.","PeriodicalId":361082,"journal":{"name":"INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION","volume":"27 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114237606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"MULTILINGUALISM IN GERMANY AND THE ROLE OF SUBMERSION AND IMMERSION PROGRAMMES","authors":"Mathias Hutz","doi":"10.22333/ijme.2018.11009","DOIUrl":"https://doi.org/10.22333/ijme.2018.11009","url":null,"abstract":"","PeriodicalId":361082,"journal":{"name":"INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121965470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE ISSUE OF “FALSE FRIENDS” IN TERMS OF LEARNING A FOREIGN LANGUAGE (USING THE EXAMPLE OF GEORGIAN AND ENGLISH LANGUAGES)","authors":"Ketevan Gochitashvili, G. Shabashvili","doi":"10.22333/IJME.2018.11006","DOIUrl":"https://doi.org/10.22333/IJME.2018.11006","url":null,"abstract":"As is generally known, “false friends” are words, which coincide formally or phonetically in the learner’s native and target languages, but carry different (or partially different) meanings. Generally, the “false friends” phenomenon is studied in the context of translation theory and practice, as well as the language in the context of teaching linguistic or contrastive linguistics. Vocabulary is an important part of the learning process of a language. Teachers and learners face many obstacles regarding the learning of vocabulary during the learning and teaching process. One of the most important problems is exactly the issue of the so-called “false friends”. Putting lexical units to the wrong use can lead to a learner’s confusion or to a misinterpretation of the text. This issue is under-examined and unexplored in Georgian scientific literature and needs proper attention. The aim of this paper is: 1. Identify such words on the basis of the data of Georgian and English languages and create the best possible basis for such words. These words are collected into relevant groups (complete distinction, partial distinction, parts of speech, etc.) and are presented in their relevant examples with analysis. We have such lexical units in Georgian and in English: ინტელიგენტი intelligent. In Georgian, this word means polite, well-mannered, sophisticated human, whereas in English it conveys a different meaning, clever. ორიგინალური (peculiar, special) original (present or existing from the beginning; first or earliest. created personally by a particular artist, writer, musician, etc.; not a copy). ბრილიანტი (valuable, precious stone, multifaceted carved diamond, used in jewelry) brilliant (exceptionally clever or talented. of light or colour, very bright.). 2. Another purpose of this article is to present activities that will help both the teacher and the student to overcome these difficulties. First of all, various lexical exercises, samples of which will be represented in the paper. 2. Vocabulary games 2. Translation. 4. Visualization. 5. Contextual and situational activities (using video and audio materials). 6. Corpus method aAccording to the data of both Georgian and English). 6. Tables and infographics. The pilot lesson held for 5 students enabled us to identify the positive and negative aspects of the above-mentioned activities. This paper has a practical value, and the results will be useful for language learners and teachers as well as translators in their field.","PeriodicalId":361082,"journal":{"name":"INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129941548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE PLACE OF VALUES IN PLURILINGUAL EDUCATION: A UNIVERSITY TEACHERS’ VIEWPOINT","authors":"V. Targamadze, R. Kriaučiūnienė","doi":"10.22333/IJME.2018.110022","DOIUrl":"https://doi.org/10.22333/IJME.2018.110022","url":null,"abstract":"Contemporary university education is based on the development of students’ competences that is generally being understood as the unity of knowledge, skills and value attitudes. While knowledge and skills can be easily measured and evaluated in the teaching / learning process, value attitudes seem to fall in the category of more intangible things, the development of which could not be very easily tested and assessed. Therefore, value attitudes may not always be in the focus of attention of university teachers, although they seem to be responsible for nurturing value attitudes of students. The development of value attitudes in the process of plurilingual education is especially necessary as values can be the core or foundation that helps learners realize the necessity of learning languages, foster their motivation and expand their understanding and acceptance of diversity issues. Thus, the aim of this research was to find out the university teachers’ views on the development of students’ value attitudes in plurilingual education. The aim was specified by several research questions: why values should be integrated in the teaching of their subjects, what values could be developed within the framework of teaching their subjects at universities, and what teaching / learning methods should be applied. The research was qualitative, there were 10 teachers from different universities of Lithuania interviewed and it was carried out in 2017. The results of the current research were compared with the research into university teachers’ viewpoints on the development of value attitudes conducted in 2013, when university teachers from Ukraine, Georgia, and Latvia were interviewed. The conclusion is made that university teachers are aware of the necessity of the development of values in plurilingual education, although they seem to lack the Know-How. University teachers have to create favourable learning environment, choose appropriate teaching / learning materials and apply suitable teaching / learning methods.","PeriodicalId":361082,"journal":{"name":"INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124504975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE PROBLEMS AND CHALLENGES OF MOTHER TONGUE EDUCATION IN ABKHAZIA","authors":"Shalva Tabatadze","doi":"10.22333/IJME.2018.110021","DOIUrl":"https://doi.org/10.22333/IJME.2018.110021","url":null,"abstract":"This research aims to describe and analyze the existing situation of mother tongue education in de facto republic of Abkhazia. Content and statistical data analyses research methods were utilized in the study. The content and statistical data analysis showed that mother tongue education is not guaranteed in Abkhazia for Abkhazians, Georgians and Armenians due to political, educational and economic factors. Author will argue that it will be difficult to depoliticize the educational system and control economic factors for launching mother tongue multilingual educational reform in Abkhazia; however, international organization focused on education and development together with Georgian and Abkhazian groups can implement several important pilot programs of multilingual education based on internationally acknowledged best practices.","PeriodicalId":361082,"journal":{"name":"INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129617089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"TRANSITION FROM PASSIVE TO ACTIVE VOCABULARY IN THE CONTEXT OF TEACHING BY COMMUNICATIVE METHODS","authors":"Zurab Bagashvili","doi":"10.22333/ijme.2018.11001","DOIUrl":"https://doi.org/10.22333/ijme.2018.11001","url":null,"abstract":"In the learning process of any foreign language the most important factor is to learn the vocabulary of the language. Learners first form the passive knowledge of the lexis and after this they put it into practice through communicative speech functions. In order to make any passive vocabulary active, stable and fast, communicative teaching methodology is based on speaking skills, developing knowledge realization process. This problem is connected with attaining the second foreign language intensively. Besides methodological attitudes, opinions differ about defining a daily amount of vocabulary to be leant by language learners: 1. The first issue is how many new words should be appropriate to be learned in the case of 1 or 2 days of intervals. 2. To determine whether there is a methodological necessity to strictly define the amount of new words , taking into account context and phrasal expressions. Considering language level competences (A1 C 2) we should determine the most used language environment (bank, public service hall....), appropriate amount of vocabulary and divide it into a monthly, semester or annual index. We should also take into account the time set for learning and objectives of the curriculum: what time is allotted to language learners to fulfill their aims: a) crash course for language learners; b) ordinary course unfolding during the semester. For the first case the amount of words to learn can be 20 25 to be given every other day over 16 weeks. In other words this can be distributed over 4 months. As for the second case, students should be given 10 12 words each day and this course will last 8 months. In order to make this vocabulary active swiftly, the amount of new words and lesson material should be appropriate to the learner’s competences. The most important here should be oral practice and communicative approaches, dialogues and simulation situations. Very effective would be using the Callan Method, that is focused on learning language grammar and vocabulary to the B2 level. The objective of this work is a discussion of the formation of the active vocabulary process in the aspect of communicative methodology and working out recommendations for its methodological improvement as given below: a) Defining the most frequently used Georgian vocabulary according to the different levels , as well as the amount of new words and the content from lesson to lesson. b) Taking into account lexicological principles in creating textbooks for Georgian Language Learners and defining the amount of university (school) curriculum hours. c) Working out methodologically the possibility of putting into practice teaching Georgian similarly employing the Callan Method and its scientific principles. Conducting practical experiments and, if the results are efficient, considering it to be preferable.","PeriodicalId":361082,"journal":{"name":"INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128940497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE IMPORTANCE OF STRESS AND INTONATION IN THE PROCESS OF LEARNING GEORGIAN AS A SECOND LANGUAGE","authors":"M. Kikvadze","doi":"10.22333/IJME.2018.110011","DOIUrl":"https://doi.org/10.22333/IJME.2018.110011","url":null,"abstract":"","PeriodicalId":361082,"journal":{"name":"INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131525134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}