Teaching the Verb System According to the CEFR (Series I: Present Tense Group)

ანოტაცია

Interest in Georgian as a foreign language has become especially prominent in this century. Of course, there was interest in learning this unique language earlier as well. That’s why there were textbooks published for learning Georgian. However, it has only been in the past couple of decades that many foreigners have become interested in speaking Georgian. This approach differs from the format of learning Georgian as a second language. Recently, several textbooks have been published. Creating a textbook—especially one for the Georgian language—is a massive undertaking. There are many textbooks for learning foreign languages that are already tested and result-oriented. With internet access, discovering innovations and new approaches, and keeping up with the global pace, is no longer a challenge. Approaches to learning foreign languages—the paths of teaching, the methods used, strategies, and techniques—can in some ways be applied, but it is essential to consider the structure of the Georgian language and a methodical framework. Otherwise, the results will be unattainable.

Whether a textbook proves successful is determined by its users. This success is measured over years and by the number of editions published. Furthermore, the Georgian language and Georgia—by territory and sphere of use—do not occupy a large place on the global stage.

A general description of Georgian language proficiency levels is as follows:
“The general description of Georgian language proficiency levels includes a set of criteria used to define proficiency in Georgian according to the corresponding levels of listening, reading, speaking, and writing. The document is based on the Common European Framework of Reference for Languages (CEFR) and its six-level system – A1, A2, B1, B2, C1, C2. The goal of the document is to implement a unified and standardized system for learning, teaching, and assessing the Georgian language. This general description of proficiency levels is mandatory in all cases of Georgian language learning, teaching, and assessment as defined by legislation.”This official document is very promising; it now serves as a foundation for using indicators and evidence when assessing Georgian language skills. Through it, it is possible to determine the alignment of materials, textbooks, and learning outcomes with language proficiency levels.

The most important aspects of a textbook are: defining its specific purpose, outlining the teaching path, organizing content logically, structuring each topic clearly, ensuring methodological consistency, following a strategy from simple to complex, organizing vocabulary purposefully, and so on.

Currently, the subject of our research is the scope of verb usage. Accessibility, comprehension of content, perception of the situation, and purposeful response are conceptually understandable and achievable. Every language uses its own structure to express this—which is natural. That the verb is the backbone of Georgian grammar is undisputed. By the way, many other languages' grammars emphasize the same action, but Georgian has no equal in this regard.