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Ivane Javakhishvili Tbilisi State University
Ivane Javakhishvili Tbilisi State University

Recent Submissions

Ephrem Mtsire’s Translation Technique Based on the Pseudo-Athanasius of Alexandria’s Homily “Sermo de descriptione Deiparae”
(Ivane Javakhishvili Tbilisi State University / English Teachers' Association of Georgia, 2025) Tsetskhladze, Ilia
This study explores the translation methodology of Ephrem Mtsire, a significant figure in Georgian Christian literature, through a detailed examination of his Old Georgian translation of the homily Sermo de descriptione Deiparae (CPG 2269) attributed to Pseudo-Athanasius of Alexandria. The research is based on a comparative textual analysis of the Georgian translation and the Greek original. The methodology employs a comprehensive, multi-layered approach that combines historical-paleographical analysis, textual criticism, and comparative philology. The paper underscores Ephrem’s early, pre-Hellenophilic translational style by comparing the Georgian translation with the Greek source. The analysis uncovers frequent additions, omissions, grammatical modifications (such as changes in number and the substitution of participial constructions), and stylistic adaptations (e.g., hendiadyses and rhetorical devices). Particular attention is given to Ephrem’s dual method of quoting Scripture: using existing translations for verbatim biblical quotations and translating paraphrastic or authorially modified scriptural references independently. The translation of the homily, preserved in the autograph manuscript S -1276, exemplifies a model of dynamic equivalence and suggests a reader-oriented strategy, while maintaining significant fidelity to the rhetorical structure and theological nuances of the Greek original. These features support attributing the translation to Ephrem Mtsire and situating the work within the earlier stage of his career, prior to the 1090s.
The Art of Manipulation: Exploring Gaslighting in James Thurber’s Narratives
(Ivane Javakhishvili Tbilisi State University / English Teachers' Association of Georgia, 2025) Purtseladze, Valeria
Gaslighting, a form of psychological manipulation, represents a complex discourse with significant linguistic dimensions. Despite its relevance, it has received relatively little attention in linguistic research. This paper investigates the linguistic manifestations of gaslighting in James Thurber’s works, drawing on excerpts from The Unicorn in the Garden (1939), The Little Girl and the Wolf (1939), and The Great Quillow (1944). The theoretical framework integrates speech act theory (Austin, 1961; Searle, 1979), the theory of the linguistic order of gaslighting (Catapang Podoski, 2020), and approaches from linguo-stylistics and discourse analysis (Lakoff & Johnson, 1981; Verdonk, 2002). The analysis demonstrates that gaslighting in Thurber’s stories is primarily enacted through explicit assertive speech acts. These assertives satisfy both preparatory and sincerity conditions, enabling the speaker to achieve the intended perlocutionary effect on the listener. In Thurber’s narratives, gaslighting is shown to operate predominantly as first-order gaslighting: it does not overtly negate the victim’s perception of reality. Still, it subtly reshapes it to the manipulator’s advantage. Moreover, stylistic devices such as epithets, similes, and metaphors enhance the linguistic construction of gaslighting, reinforcing manipulation strategies and rendering them more covert and insidious. This study provides insights into how language functions as a tool of manipulation and control, offering implications for literary analysis and the understanding of real-world communicative practices.
Research on Dictionary Use in Teaching Languages (Findings of the Survey Conducted with School Teachers)
(Ivane Javakhishvili Tbilisi State University / English Teachers' Association of Georgia, 2025) Khuskivadze, Elene
This article presents the findings of a study examining the use of dictionaries in teaching both Georgian and foreign languages in schools. The research involved teachers of Georgian and several foreign languages -including English, German, French, Spanish, and Russian - working in public schools in Tbilisi. Research on dictionary use dates back to the 1960s, with numerous international studies highlighting persistent challenges and shortcomings in dictionary utilisation (Barnhart, 1962; Quirk, 1973). Many scholars have concluded that the culture of dictionary use is in decline, a trend that carries negative pedagogical and linguistic implications (Gouws, 2022). Georgia mirrors this global trend. Studies conducted within the country have revealed that many users lack fundamental dictionary skills, which has contributed to the growing influence of English on the Georgian language, including the spread of English-derived barbarisms and calques (Margalitadze, 2020). Drawing on the author’s experience as a public-school English teacher, this study arises from recognising these challenges. Informal discussions with colleagues prompted the development of a survey for language teachers to understand their perspectives on fostering dictionary-use skills and identify factors contributing to the decline in dictionary literacy. The study employs the methodology developed by Hungarian researcher P. Márkus, who investigated dictionary use among Hungarian students and teacher trainees of English and German (P. Márkus et al., 2023). For this research, Márkus’s questionnaire was translated into Georgian and adapted to reflect the specific context of Georgian schools and the challenges unique to dictionary use in Georgia. Consequently, this study represents one of the first systematic attempts to examine dictionary use in language teaching in Georgian schools.
Phonological Deviations in Georgian EFL Learners’ Pronunciation within Academic Discourse
(Ivane Javakhishvili Tbilisi State University / English Teachers' Association of Georgia, 2025) Jojua, Nino
This study investigates phonological deviations in the English pronunciation of Georgian EFL learners, focusing on vowel production and its influence on oral fluency within academic discourse. Although fluency is often seen as a measure of language proficiency, pronunciation remains a persistent challenge for Georgian learners due to limited contact with native speakers, cross-linguistic transfer from Georgian, and interference from English orthography. Unlike English, Georgian lacks reduced vowels and phonemic vowel length distinctions, while its transparent orthographic system encourages learners to associate spelling with sound. These structural differences often lead to mispronunciations that decrease clarity in academic contexts. The research was conducted at Tbilisi State University with 20 undergraduate participants enrolled in a Practical Phonetics course. Data were collected through classroom observations, audio recordings, and an error focused checklist across 14 sessions, totaling approximately 200 minutes of student speech. A mixed-methods approach combined quantitative categorisation of frequent vowel errors with qualitative thematic analysis. The checklist targeted monophthong/diphthong quality, vowel length, and schwa realisation, allowing systematic identification of patterns and their possible causes. Results revealed several consistent tendencies. High-frequency monophthong-to-monophthong substitu tions often affected meaning (e.g., word → ward). Schwa was particularly unstable, often replaced by full vowels or diphthongs in suffixes (e.g., dangerous → /ˈde nd ro s/, government → /ˈg v rm nt/). Overgeneralisation of suffix pronunciation, such as treating -ate endings as verb forms (climate → /ˈkla me t/), further highlighted orthographic influence. Vowel length inconsistencies, especially the substitution of /iː/ with / /, indicated difficulties in perceiving and producing length contrasts absent in Georgian. Learners also displayed varying strategies with diphthongs: both monophthongisation (most → /m st/) and diphthongisation (country → /ˈka ntri/) were observed, reflecting unstable phonological representations. The analysis suggests these deviations originate from interactions of first-language transfer, reliance on spelling, and developmental interlanguage processes. While some patterns align with global EFL trends, others are specific to the Georgian phonological system, notably the absence of vowel reduction and the strong grapheme-phoneme correspondence in Georgian. Pedagogically, the findings highlight the importance of targeted instruction prioritising intelligibility over native-like accuracy. Explicit training in vowel length distinctions, schwa usage, and stress placement should be combined with perception-based methods and contextual listening practice. Raising awareness of irregularities in English spelling–sound correspondence can reduce overreliance on orthography. Additionally, fostering learners’ ability to perceive and produce high-functional-load vowel contrasts will likely improve overall communicative effectiveness. In conclusion, the study emphasises both universal and Georgian-specific pronunciation challenges, offering empirical evidence for curriculum development and teaching strategies in EFL contexts. Future research with larger samples and automated acoustic analysis is recommended to validate these findings and monitor developmental changes in learners’ phonological competence.
Towards The Use of Backchannel Signals during Classroom Oral Presentations: Speakers’ Perspective
(Ivane Javakhishvili Tbilisi State University / English Teachers' Association of Georgia, 2025) Nebieridze, Mariam
Classroom oral presentations are crucial across many higher education courses. They also play a key role in developing communication skills and preparing students for future careers. Although oral presentations have long been recognised as important for communication development and are widely integrated into curricula, much existing research has mainly focused on delivery techniques, assessment methods, and presentation design. Conversely, comparatively little attention has been given to the role of the audience, especially the impact of verbal and non-verbal feedback signals on presenters. This paper addresses this gap by exploring how undergraduate students perceive audience backchannel signals - such as verbal cues (e.g., “aha,” “no,” “yeah”) and non-verbal reactions (e.g., eye contact, nodding, shaking the head, smiling) - and how these influence their levels of nervousness, self-confidence, and delivery performance during classroom oral presentations. The novelty of this study lies in its speaker-centred perspective. While previous research has largely viewed the audience as passive recipients of information, this research emphasises the audience as active participants in shaping the speaker’s psychological state and performance. Understanding this dynamic is especially important in higher education, where anxiety around public speaking often hampers learning outcomes. A mixed-methods approach was employed, combining quantitative and qualitative research methods (Creswell, 2012). Data were collected through an online questionnaire created in Google Forms and distributed among first-, second-, and fourth-year undergraduate students of the Department of English Philology at the Faculty of Humanities, Ivane Javakhishvili Tbilisi State University. One hundred twenty-seven valid responses were received, ensuring representation across different academic years. The questionnaire included closed and open-ended items, allowing for statistical analysis of trends and a deeper understanding of students’ experiences and perceptions. The data were systematically analysed to identify patterns of anxiety, common triggers, and the role of audience reactions in either exacerbating or alleviating stress. Findings show that most students experience notable nervousness when delivering oral presentations, with the fear of negative evaluation being among the strongest causes of anxiety. However, the data also indicate that positive audience feedback - whether through reassuring verbal cues or encouraging non-verbal behaviours - plays a crucial role in boosting confidence, reducing stress, and improving delivery effectiveness. These results suggest that oral presentations should be viewed as co-constructed communicative events, where the audience’s active role is acknowledged and emphasised. This study highlights the importance of training both presenters and audiences in effective communication practices, fostering more supportive classroom dynamics, and incorporating feedback awareness strategies into academic presentation training.