LEARNING AND TEACHING OF LANGUAGES IN GRADES 8 TO 12 IN GEORGIA

Tamuna KHETAGURI

Mzia ZANGALADZE

The integrated approach to learning is advanced as the best to utilize in the Georgia setting as it gives both the learners and their instructors space to query, correct flaws, and generally engage in a constructive discourse. The teaching of grammar and vocabulary, reading and writing, listening, phonology, pronunciation, speaking/oral communication, and pragmatics among other language aspects require distinct strategies to achieve success on the learning behaviour of students. In the context of language learning in the Georgian context, there is a fundamental focus on context and complexity that enables instructors to deal with the crucial triad of learning language that makes it a unique setting. The teachers view instructional methods as a model for professional practice. Teachers and students from different learning environments across Georgia provided data for this research. Simple random sampling was used to provide data for the study. It was used to select the participants as it offers an equal chance of participation. Questionnaires and interview schedules were used to collect data from the participants. The questionnaire included both closed and open ended questions to enable the researcher cover great ground on the strategies and styles of teaching and learning language. The teaching and learning of languages in grades eight to twelve in Georgia presents an essential model that can be emulated across other learning environments to attain success in language learning. Nonetheless, there are gaps that need to be addressed to improve the language learning experience of learners.

Key words: Georgia, teaching strategies, teaching styles, instructional model, cooperative learning, integrated approach.