Description and requirements for teaching Georgian as a foreign language A1 level

Abstract

   Modernity defines our life, novelty rules everything. Language, as a living system, reacts significantly to each innovation. Each generation leaves its mark in the language, sorts, replaces and assigns a special place to some combinations of words. The Common European Framework Reference (CEFR) is a guide for marking language levels. Some instruments produced within the framework of the Council of Europe played a decisive role in the so-called teaching "foreign" languages. A communicative approach has been specially developed through the promotion of methodological innovations and training programs. They have promoted a new approach to communication with these teaching methods - for easy and quick acquisition of unknown languages ​​- in a convenient way. So, by identifying the language need, they were able to accurately determine the knowledge, that is, the knowledge needed to achieve this or that level of communication threshold. Until now, the grading system has always been divided into six levels. It is possible and permissible to divide each level into two or subdivide according to the needs of the local context. Levels are defined by the "can" descriptor. This approach was described in 2001, but it was preceded by some period of work. The first specification of the "threshold level" was established for the English language in 1975 (Threshold level). In general, Great Britain has the largest and best experience in teaching English as a foreign language. Undoubtedly, it is not surprising that they started thinking about this issue from the beginning. The formation of the specificity of the English language was soon followed by French (Un Niveau Seuil, 1976). These two tools are used as the basis for reference tools of the same type that were subsequently developed for other languages. Of course, the peculiar characteristics of each language were taken into account. The CEFR is based on and integrates all these achievements and has developed a description of foreign language acquisition according to the types of competence and sub-competency. The created descriptors are general, that is, they are not adapted to a specific language. However, for textbook writers, teachers, and other professionals, the CEFR specifications may be too general because individual languages ​​are not considered. Therefore, their field of application is wide. Descriptors track the progressive mastery of each skill, which is rated on a six-level scale. It is interesting to see how these features appear in A1 level textbooks