ნასესხობების გამოყენება უცხო ენის სწავლებისას

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dc.contributor.authorანთაძე-მალაშხია/ Antadze-Malashkhia, ფატმან/ Patman
dc.date.accessioned2023-03-20T11:10:18Z
dc.date.available2023-03-20T11:10:18Z
dc.date.issued2022-12
dc.description.abstractThe use of loanwords as a resource during foreign language teaching is widely discussed and mostly considered as a useful source in language teaching (Daulton 1998, Inagawa 2014, Kaori 2016, Kent 2016). An important role in the individual relationships between L1 and target language is played by historical or current language contacts, the traces of which are found in the layer of borrowings. The use of loanwords in the process of teaching the Persian language to Georgian students is based on a fruitful soil, as the Georgian language has had most longstanding contacts with the languages of the Iranian group, namely Persian (Andronikashvili 1966; 1996). The process of penetration of New Persian words into Georgian lasted for nearly 10 centuries and embraced all parts of speech, nominative or communicative units, above all, nouns. Some of the Persian loans are no longer used, while others still actively function in Georgian. Preliminary knowledge of loanwords that have penetrated from the target language into L1 should not hamper the acquisition of the target language. On the contrary, they should support the process of language acquisition. With this aim, teachers should work out a differential approach while selecting the borrowings for teaching purposes, especially on the initial level of foreign language teaching. The criteria of selection of loan-words were based on the following principles: 1)utmost phonetic similarity between the etymon and the loan, 2) the sameness of the etymon and the loan regarding their morphological category, 3) semantic analogy between the etymon and the loan, 4) stylistic neutrality of the etymon and the loan, 5) high frequency of use of the etymon and the loan. The focus on such vivid and simple loans facilitates the teaching process and the student who was totally unaware of the Persian language felt less alienated in the process of learning a new language.en_US
dc.identifier.citationპროფესორ დავით გოცირიძის 70 წლისთავისადმი მიძღვნილი სამეცნიერო კონფერენცია, თეზისები, 2022, გვ.: 59-62/ Scientific Conference DEDICATED TO THE 70TH ANNIVERSARY OF THE BIRTH OF PROF. DAVIT GOTSIRIDZE, Abstracts, 2022, pp.: 59-62en_US
dc.identifier.urihttps://dspace.tsu.ge/handle/123456789/2189
dc.language.isogeen_US
dc.publisherივანე ჯავახიშვილის სახელობის თბილისის სახელმწიფო უნივერსიტეტის გამომცემლობაen_US
dc.subjectნასესხობებიen_US
dc.subjectენის სწავლებაen_US
dc.subjectსპარსული და ქართულიen_US
dc.subjectloanwordsen_US
dc.subjectlanguage teachingen_US
dc.subjectPersian and Georgianen_US
dc.titleნასესხობების გამოყენება უცხო ენის სწავლებისასen_US
dc.title.alternativeTHE USE OF LOANWORDS IN FOREIGN LANGUAGE TEACHINGen_US
dc.typeArticleen_US
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