ქართული იდიომები სინტაქსური კონსტრუქციის თვალსაზრისით და ქართულის, როგორც უცხო ენის, სწავლების საკითხები

Abstract

The goal of the presented research is to increase the quality of teaching Georgian idioms and to off er a systemic and organized approach to the learners and instructors of Georgian, as a foreign language. In spite of the long-standing tradition of including idioms in the GFL tutoring programs, the offered approach contains a particular novelty. For the research, we have used the methods of observation, analysis and comparing, which led us to the systemic study of the similarities and the differences of the Georgian idioms and their corresponding foreign equivalents. Hereby we have to mention the weakness of the presented work – the evidence might not be considered as representative because of the fact that the annotated corpus of the Georgian idioms does not exist; accordingly, we were not able to measure the exact frequency and statistics of the idiom usage. Although, the data is structured according to the GFL tutoring programs and according to the textbook vocabulary. The mentioned approach ensures the activation of the first-used lexical units and the inclusion of the idioms containing them into the tutoring programs. The research data has been obtained from Ivane Javakhishvili Tbilisi State University project website — www.idioms.tsu.ge (project scientifi c supervisor: Manana Rusieshvili, funded by Shota Rustaveli National Scientific Foundation) as well as from the academic editions and the scientific articles. The mentioned base contains the Georgian proverbs and idioms as well as their corresponding ones in six foreign languages (English, German, Russian, French, Turkish and Arabic languages). At the initial level of GFL acquisition, at which the student is already familiar with the Georgian Alphabet and is able to construct the simple (Noun+ა[a]) construction, we can provide the simple idiomatic sayings, like: “arts ghvinoa, arts tskali“ ([It is neither wine nor water] “to have little or no merit”). The mono-personal verbs and the idiomatic constructions containing them might be provided for the next level followed by the constructions containing direct and indirect objects (for instance, “asi tvali da asi kuri akvs” (S/he has 100 eyes and 100 ears] “To keep (one’s) eye on the ball (to be very attentive)” followed by the constructions containing direct and indirect objects accordingly; it seems significantly important for the foreign learners whether there is one or/and more than one object in a syntactic construction). The idioms were classified into the following groups: idioms without the verbal construction, absolutive and relative constructions and altogether were distributed into the nominative, ergative and dative diatheses (for the detailed description of the diatheses see Melikishvili, 1978, 1979, 2001, 2010). The same principle is used in the process of teaching Kartvelian dialects (It is a positive fact that the quantity of Megrelian and Svan learners is more and more increasing). The classification of the Georgian idioms according to the syntactic construction makes the stable structure and mechanism of the Kartvelian verb (see Putkaradze, 2016 about Diatheses in Megrelian and Bikashvili, 2012 about Diathesis in Svan). The classification of the obtained data according to nominative, ergative and dative diatheses makes Georgian (resp. Kartvelian) idioms to be handled by the GFL tutors in a structured and organized way. .