ზედსართავი სახელების სწავლება ქართულში A1, A2 და B1 დონეების მიხედვით (ენათა ევროპული ჩარჩოს შესაბამისად)

Abstract

Interest in Georgian as a foreign language has become especially notable in this century. Today, we can already say that we, Georgians, also have textbooks that are structured according to language proficiency levels. Printed textbooks for the beginner level are now widely available in the Georgian educational system. The state-supported organization “Georgian House” has also created online versions of textbooks, available at: https://geofl.ge/

The widely used approaches to foreign language learning around the world, the teaching methods, strategies, techniques, and instructional models, provided us with the opportunity to adopt, study, research, and adapt these approaches to our own context. At the same time, it was essential to consider the structure of the Georgian language and its methodological framework. Otherwise, achieving successful results would have been impossible. Textbooks, much like people, have their own destinies. The effectiveness of a textbook is determined by its users, and its success is measured by the years of its use and the number of editions published. At the same time, the Georgian language cannot claim particularly high demand on the global stage. A general description of Georgian language proficiency levels currently exists in Georgian for levels A1 through C1. These descriptions define proficiency in Georgian according to the categories of listening, reading, speaking, and writing. In English, there is a widely accessible document presented by Great Britain, based on the six-level system of the Common European Framework of Reference for Languages (CEFR): A1, A2, B1, B2, C1, and C2. Considering the internal structure of the Georgian language and relying on indicators and evidence used in Georgian language assessment is extremely important, because the outcomes of each textbook are compared and evaluated according to language proficiency levels.

“Semita.Language School“ already offers users the Georgian as a foreign language textbook series Biliki, which includes all proficiency levels: A1, A2, B1, B2, and C1. In previous articles, we discussed the overall structure, content, and organization of these textbooks, and we also defined the verb conjugation series according to the different levels. This time, our research topic is the adjective. More specifically, we examine how adjectives are presented according to the stages of language instruction, what aspects are prioritized, and how their functions are represented at different proficiency levels. Of particular interest is the development of meanings and functions and their comparison with CEFR descriptors. We also explore how the Georgian language system expresses emotions, evaluations, and attitudes through this part of speech, and whether priority is given to form, structure, or meaning.