INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION
E ISSN 1512-3146 (ONLINE VERSION) ISSN 1987-9601 (PRINT VERSION) www.multilingualeducation.org
EDITORIAL BOARD: Ekaterina Protasova University of Helsinki Finland Olivier Mentz PädagogischeHochschule Freiburg Germany Jost Gippert Johan Wolfgang Goethe-Universitaet Frankfurt Germany Vilija Targamadze Vilnius University Lithuania llze Kangro University of Latvia Latvia Victoria Yashikina Oles Honchar Dnipropetrovsks National University Ukraine Iryna Losyeva Ivan Franko National University of Lviv Ukraine Dmitry Novokhatskiy Crimean University for Humanities Ukraine Natela Imedadze Ilia State University Georgia Ramaz Kurdadze Tbilisi State University Georgia Mzia Tsereteli Tbilisi State University Georgia Rhonda Sofer Gordon Academic College of Education Israel Merab Beridze Samtkhe-Javakheti State University Georgia
The journal is published in the framework of the project „Development and Introduction of Multilingual Teacher Education programs at Universities of Georgia and Ukraine" funded by the European Commission TEMPUS program.
Project coordinator – Ivane Javakhishvili Tbilisi State University
Publisher - “Center for Civil Integration and Inter-Ethnic Relations” (Address: Georgia, Tbilisi, Tatishvili Str. 19/54)
E ISSN 1512-3146 (online) International Journal ISSN 1987-9601 (print) of Multilingual Education www.multilingualeducation.org
Kakha Gabunia Ivane Javakhishvili Tbilisi State University
The Language Situation in Contemporary Georgia 2. Caucasian and Non-Caucasian Languages
Abstract
In the second part of the article conclusive results of the project ''Sociolinguistic situation in contemporary Georgia '' are presented regarding the distribution of languages and their interrelations with other languages in Georgia. The research was conducted in 2006 - 2008 and focussed on the language politics, education and other significant aspects in the country.
Together with ethnic differences, Georgia I - Group for Georgian literary language is characterised by linguistic variety. In the II - Group for Kartvelian languages first part of the article the issues of the III - Group for Caucasian languages attitude of the State language towards other IV - Group for Non-Caucasian languages; Kartvelian, related languages were discussed V - Group for Georgian language dialects as well as the methodology employed in the VI -Group for migrations and digital project and main concepts and terms which processing. had to be defined precisely to avoid In the previous article I presented ambiguity (Gabunia, 2014). In this article I discussion and summing up of the research will also discuss the situation regarding the results conducted by the first-two groups. languages which are traditionally referred to Below I will present the summing up of the as ''minority'' languages (see below). Within findings provided by two groups: Group for the frames of the project ''Sociolinguistic the Caucasian languages (Group leader Tariel situation in contemporary Georgia'', in order Sikharulidze) and that of the non-Caucasian to depict the ''linguistic portrait'' of Georgia, languages (Group leader Merab Babukhadia). 6 working groups were created: The data include both the raw material from 1
Kakha Gabunia, The Language Situation in Contemporary Georgia; 2. Caucasian and Non-Caucasian Languages # 4, 2014 pp. 1-21
the questionnaires as well as the recorded A fairly large number of them are dispersely audio-material. i settled in the whole territory of Eastern The target groups of the project were the Georgia. According to the census in Telavi of groups speaking minority languages and 1989, the number of Ossetians equalled living compactly as well as dispersively. 2 165,000. Nowadays, after the conflicts, the In this respect Georgia presents an number of the Ossetian population has also extremely variable picture. 4 regions could decreased dramatically (Tabatadze, Gabunia, be singled out in which the representatives of Odzeli, 2008, p.10). a minority live compactly: Abkhasians 3. Armenians mostly live in Samtskhe- (representatives of Caucasian languages) ; Javakheti and the Tsalka district, Kvemo Ossetians and Armenians (representatives of Kartli. Regarding the number of minority Indo-European family); Azerbaijanis (Alatai population, Armenians come second after the - Turkish languages family – Tabatadze, Azeris. Gabunia, Odzeli, 2008, p.9). 4. Azerbaijanians are settled compactly 1. Abkhazians live in the north-western mostly in Kvemo Kartli (Southern-Eastern part of Georgia - between two rivers the part of Georgia) and Shida Kartli (Tabatadze, Enguri and the Psou, along the Black Sea 2010) . coast. According to the poll in 1989, their It is worth mentioning as well that number reached 100,000 (In the whole compact settelements of Armenian, Ossetian territory of Georgia, including the places of and Azeri groups border their ethnic dispersive settlements). motherland. For instance, the region of Kvemo Today their number is almost halved ( due Kartli where Ethnic Azeris live compactly, borders the Republic of Azerbaijan whereas to the military actions and migration Samtskhe-Javakheti, where ethnic Armenians processes). A small part of ethnic Abkhazians live compactly, borders the Republic of live in Achara (Tabatadze, Gabunia, Odzeli, Armenia. I believe that determination of the 2008, p.10). sociolinguistic image of these two languages 2. Ossetians live compactly in the and implementation of adequate linguistic Northern part of Shida Kartli as well as in policy (based on their number and specificity) several parts of South Georgia and Kakhetia. urges one to apply different approaches. The
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linguistic situation in Abkhazia is even more regions (Tabatadze, Gabunia, Odzeli, 2008, peculiar: This is an ethnic group which is only p.16). settled in Georgia and does not have any ethnic In 1991, after the collapse of the Soviet territory or motherland but Georgia Union, Georgia regained its independence. (Tabatadze, Gabunia, Odzeli, 2008, p.11). Forceful migratory politics implemented by Besides these 4 groups there are several the Soviet Union (which was formally compactly settled language groups which occupy a very special place from the point of known as ‘Federation’ in reality was a view of sociolinguistic situation. Specifically, unitary state) formed a number of ethnic the situation of Pankis Kists, Udis and Batsbs issues in the ex-Soviet states after its collapse. must be dicussed separately (see below). The Russian language was the language of There are some ethnic groups in Georgia communication between the local population which do not live compactly in the regions of and ethnic minorities. As a result of the Georgia (so called dispersive settlements) such Soviet language policy, ethnic groups living as Russians. Greeks, Israelis, Kurds, Yesids, Assirians, Ukrainians, etc. (Gabunia, 2014: 67- in Georgia - Russians, Armenians, Azeris, 69). It should be noted that these ethnic groups Abkhazians, Ossetians, Kurds and others are not homogenous. For instance, the Greek became part of Russian language community. diaspora consists of two groups, one of which After Georgia gained independence there speaks Turkish whereas the other – Greek was a crucial need to implement a (Svanidze, 2002, see below). corresponding language policy, as radical The issue of the majority is also very changes in the political reality of the country specific (made up by Georgians) which in the also changed the social position of such regions where ethnic minorities are settled groups. Georgia chose a liberal way and compactly is presented as minority, such as conferred citizenship to all the peoples living Kvemo Kartli and Samtkhe-Javakheti making on its territory. However, this ‘zero’ politics up majority into minority (Gabunia, did not prove to be sufficient for the ethnic Tabatadze, Odzeli, 2008) A language policy groups to be loyal to the Georgian state as should depict and find a solution to this they got the citizenship in spite of the fact challenge as well: they should protect ethnic that they had not applied for it. minorities as well as the ethnic majority, presented as ethnic minority in several
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From this standpoint, the classification of speakers, range of usage, social-demographic ethnic minorities living in Georgia can be situation, prestige, political tendencies, etc. referred to as ‘Non-Voluntary’ minority Discrepancy between the legal and factual (Ogbie, 1991) statuses was observed in Soviet Georgia The language policy is administered in which brought interesting results: Georgian some form on the territory of the state ‘’state language’’ was compulsory for the notwithstanding the status (whether the state representatives of the nation. Part of the is monolingual or multi-lingual). In the case non-Georgian population commanded it on of a monolingual state, the main issues are the colloquial level while receiving education elaboration and protection of literary in Russian. Although Armenian, Azeris, standards whereas in a multilingual state the Abkhazians and Ossetians had the issue regarding the regulation of opportunity and right to learn in their relationships between the peoples remains mother tongues, Georgian was still crucial, which , in turn, is directly connected considered to be a compulsory subject. with the language policy established by the The Russian language in such schools had country. the status of a foreign language. However, a As a rule, one of the most important tasks great part of such a population did not (or of the language policy is establishment of a could not) use this right and preferred to ‘hierarchy’ between the languages which learn Russian (which was considered to be a means giving a dominant status and creating prestigious language). corresponding conditions for the Thus, Georgian which legally had a status development of one of them (state language). of a state language was either ignored or just Generally this involves the state status of the formally taught and learned. It should also language which diffferentiates its official be taken into account that in such regions (legal) and factual status. The former implies Russian schools were especially popular and determining its official (legal) status in legal the ‘elite’ part of such a population took their acts whereas the latter depends on the children to Russian schools. In monolingual following parameters: the number of Russian schools the children did not learn
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Georgian. Moreover, it was a serious Russian - Azeri, Russian - Greek (T. problem to learn their own language. Sikharulidze, 2008 ) According to the established situation the Russian language became compulsory for Compactly settled Linguistic Minorities people speaking national languages and not vice versa. The Abkhazian Language It should also be added that objectively, The Abkhazian language belongs to the the discrepency between the official and Northwest, or Abkhazian - Adyghe group. factual statuses, was not only a Soviet Two dialects are singled out: Bzip and occurence and that it emerged in many Abzhywa. Bzyp is spread in the North west other countries (Tabatadze, Gabunia, Odzeli, part of Sukumi whereas Abzhywa is spread in 2008, p.14). the North east part of the region. The It is worth noting that people whose difference between these dialects is mostly national language belonged to ‘minority’ phonetic. Specifically, the Bzyp dialect has a languages should be multilingual more complex phonetical system which is theoretically. ( 1. Their own native language; expressed by several specific sounds which 2. State language ( Georgian) and 3. Russian). are not testified in Abzhywa. As well as this, However, in reality, the components of there are some differences regarding the bilingualism were their native language and lexical systems although lexical differences Russian, which was learnt at school. do not interfere with the communication The Russian language was the only means between the people speaking these dialects of of communication in local tertiary education the language. institutions. Abkhazian literary language is based on Russian was also a language of the Abzhywa dialect. documentation. As a result, various bilinguist The Abaza language is very close to the forms including Russian and a minority Abkazian language . Moreover, Abkhazian language were formed in Georgia, including and Abaza languages actually make up one Russian - Abkhazian, Russian - Armenian, whole linguistic unity. However, as the people lived in separate territories and their
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literary languages were based on different formal and the Russian language which also bases became it possible to distinguish has the status of a state language of the self- Abkhazian (literary) language from Abaza announced republic, has completely taken (literary) language. over. Adyghe (Adyghes, Circassians and Besides Abkhazia, the Abkhazian language Kabardians) and Ubykh also belong to the is represented in Western Ajara where same language group. The latter lived in the Abkhazians live compactly in Adlia, Angisa vicinity of Sochi till 1864 and currently are and Peria, close to Batumi. Abkhazians mostly settled in Turkey. As well as this, moved to Ajara at the end of the 19th century Abkhazians are closer to Georgians regarding after a part of them were left in Ajara after a number of cultural and mundane customs being persecuted from Abkhazia. as well as Abkhazians’ language and Abkhazians living in Ajara have retained anthropological type, which can be explained their customs, family names and first names. by long-term contacts between these two However, they no longer can speak peoples. Abkhazian. Older generations do not Abkhazians call themselves ‘Absua’ remember Abkhazian well or they pretend whereas Georgians refer to them that they do. Younger generations prefer to ‘Abkhazebi,’. This ethnic term which spread communicate in Georgian , or in certain cases from Georgian is currently more accepted in - in Russian. the wider world. It is worth noting that older generations In Turkish and other North-Caucasian have practically forgotten Abkhazian and languages, the Abkhazians are referred to as thus, cannot teach the language to the ‘Abaza’. younger Abkhazians. The Abkhazian language possesses the As it was mentioned above, in Abkhazia status of a state language in the territory of (in the territory of the self-announced Abkhazia. There should be fewer problems Republic of Abkhazia) the Abkhakzian for a state language although after the language faces a great challenge. The Georigan - Abkhazian conflict the status of language of communication in Abkhazia is Abkhazian as a state language became utterly Russian and not Abkhazian. Currently ethnic
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Abkhazians are not fluent in Abkhazian and possess elementary reading and writing skills the percentage of such people compared to in Abkhazian (except for exceptional cases). the monolingual population (speaking only The Abkhzian - Russian bilinguist Russian) is very small. The younger genera- situation (unlike the trilingust situation tion practically does not know their mother before the conflict) which was formed in tongue or does not use it in everyday life. Abkhazia after the Georgians were forcibly Before the Georgian - Abkhazian conflict ejected from their homes can last for quite a Abkhazia revealed a distinctive trilinguism long period of time with insignificant (Abkhazian, Georgian/Megrelian and Russian deflections to either of the directions. This languages). In places where Armenians, will happen only if both of the languages Greeks or other minorities lived, bilinguism have equal or even a similar level of was also distinctly observed. Such a development as well as opportunities. In population knew their own language and any other case the range of the employment Russian ( in rare cases - Georgian). of one language is decreased and it is used The language of communication was only in everyday situations which leads to its Russian for both Georgians and Abkhazians. disappearance. Megrelian was also wide spread among the The Abkhazian language faces an apparent population. Those Abkhazians who lived in danger of extinction. Non-existence of full Ochamchire and Gali districts or had a Abkhazian schools hampers not only the Georgian mother, also spoke Megrelian. process of accumulation of knowledge but This situation changed radically after the also acquisition of the tool of usage of the conflict when the Georgian population was knowledge - the language. forced to leave Abkhazia. Imcomplete informativeness of Abkhazian It can be argued that currently the (massmedia, literature. theatre, cinema), lack Language situation in Abkhazian is bilingual of suitable state support, very low level of which includes Abkhazian and Russian public spirit and culture, including that of languages. Frequently the knowledge of Abk- the language culture: all of these factors hazian is confined to the oral speech. Abkha- condition the current state of the Abkhazian zians mostly have Russian education and language.
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the South Ossetian Oblast as well. For The Ossetian Language instance, in the Khashuri district there were The Ossetian language is a North Iranian 30 Ossetian schools. In 1928 - 29 there were language and belongs to the Indo European 27 Ossetian schools , beyond the Oblast, languages. Ossetians speak in two dialects- whereas in the beginning of the 1930s in Iron and Digor. The literary language is most disctricts in Georgia there were based on the Iron dialect. Ossetian schools. In 1939 - 40 the number of Ossetians are one of the numerous school children there was 34,547. In South minorities in Georgia. At the end of the Ossetia there were 20,000 Ossetian 1980s their number all over Georgia was schoolchildren and 7,000 Georgian 160,000 and came after Azeris and schoolchildren. Armenians. This number was drastically Currently the Ossetian language is taught affected by the conflict in the territory of only as one of the subjects. If earlier it was a the South Ossetian Autonomous Republic in language of tuition in primary schools, now the beginning of the 1990s (Tabatadze, the Ossetian language has lost this function. Gabunia, Odzeli, 2008, p.10-11). Unfortunately, the process of optimisation While discussing bilingualism the degree which took place as part of reforms in the and level of the command of the second educational system of Georgia, affected language and its attitude towards the mother Ossetian schools as well. Before the tongue should also be considered. In this optimisation, in Lagodekhi district there respect the sociolinguistic situation in the were several Ossetian schools in the territory of ex-South Ossetia differs radically following villages: Areshperni, Pona, from the situation before the conflict in the Khechil, Bolkvi and Pichkhi-Bogiri. The region. schools in Areshperni and Pona were By 1991 ( according to the official data) secondary schools whereas those in Bolkvi there were 45 Secondary schools (36 and Pichkhi-Bogiri were incomplete and had monolingual (Ossetian), 3 (Georgian - only 9 forms. As for the school in Khechili, it Ossetian) and 6 (Georgian – Russian - was only primary. After the optimisation Ossetian) . Ossetian schools opened beyond only two schools remained: in Areshperni
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and Pona. The school in Khechi was closed Ossetian books at home and those who can down due to the lack of pupils and the read and write in Ossetian, are not fluent. schools in Pichkhi-Bogiri and Bolkvi were Although the population watches both merged with that of Areshperni public Georgian TV channels and Ossetian school. The status ‘Ossetian’ in these schools programmes from Tskhinval, they believe refers only to the fact that in such schools the that they feel much more comfortable native tongue is taught as one of the subjects watching Georgian programmes. and the language of tuition is Georgian on Generally, it should be claimed that the the secondary as well as primary levels. Ossetians living in the territory of Georgia Nowadays, as well as in the case of the under Georgian jurisdiction can be Abkhazian language, Ossetian - Russian characterised as stably bilingual (Ossetian bilingualism is present in the territory of the and Georgian). Their Patoi, the language self-announced South Ossetian republic. they use in the family, is Ossetian together For obvious reasons, within the frames of with Georgian, thus they use a mixed code the project the research was conducted and or, in other words, a sub-code. the survey was organised only in the groups Codified bookish-literary language for living within the territory under the Ossetians is only Georgian. Georgian is also a jurisdiction of Georgia (Shida Kartli, language of communication with state Samtskhe-Javakheti and Kakheti). Part of the structures and adminsitration. Ossetians believe that their native language is Ossetian as they are Ossetians whereas the The Azeri Language second group indicates that their native The Azeri Language belongs to the language is Georgian as it was their first Southwestern group of the Alatai-Turkish language and that of tuition. The third group family. It is an official language in the thinks that their native languages are both Republic of Azerbaijan and the most Ossetian and Georgian. important language in the Iran Islamic Part of the Ossetians taking part in the Republic. survey do not speak Ossetian, do not have Azeris live in the republic of Azerbaijan, the Eastern part of the Southern Caucasus.
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They are also settled compactly in Georgia majority of this ethnic group is monolingual – (Kvemo and Shida Kartli Regions, Kakheti), they do not know Russian. There are Dagestan and Iran. According to statistics, systemic issues regarding teaching Georgian Azeris make up about 7% of the population in and due to this, the Azeri population speaks Georgia, 19.2% of which live in urban areas only the Azeri language which creates many whereas the the remaining part live in rural problems from the point of their integration areas. and communication. The number of Azeris living in Georgia rose Since the 1990s the issue of teaching in the second half of the 20th century when they overcame all the other ethnic minorities Georgian to ethnic groups has been one of regarding the birth rate. In 30 years their the main tasks in the process of integration of percentage in the population of Georgia ethnic groups into the society. However, the doubled and they make up the most numerous actions made by the State have been ethnic minority currently living in Georgia. ineffective so far and have brought The number of Azeri-speaking population in insufficient results. Reforms which are being Kvemo Kartli makes up 45% of the population. carried out in the system of Georgian In addition, they are compactly settled in the Telavi, Lagodekhi and Sagarejo regions education are long-term and will not yield (Kakheti) and Mtkhseta and Kaspi districts any results for several years at least. Until (Shida Kartli). 2010, if not knowing Georgian, the Azeri The majority of Azeris living in Kvemo population which desired to get a tertiary Kartli do not speak the State language. education mostly went to Azerbaijan. After Due to the long-term flaws in the the so-called ‘policy of concession’ the Azeris educational system of Georgia, they can speak only one language (Azeri) and while have been given the opportunity to take communcating with other ethnic groups, exams in Georgian universities which lays a cannot use Russian either as Russian, which real foundation on the way of their was a language of communication among integration into the Georigan society. The ethnic groups in Georgia during the Soviet last 4 years have made a lot of difference in Union, is gradually losing its function since this respect. Georgia regained independence. If years ago Due to not knowing of the state language, the Azeris living in Georgia were bilingual, (in some cases, even trilingual), currently the the population cannot access Georgian news
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on TV. There is only one news programme tendency to take Azeri children into on Channel 1 (Public broadcaster) which is Georgian schools which is a positive broadcast once a week and which makes the tendency regarding their integration into Azeris from Kvemo Kartli watch more Georgian society . However, this also creates foreign programmes (mostly Azeri, Turkish a number of issues which should be solved by and Russian). It is also a fact that Azeri the educational system. Unfortunately, the media is not developed in Georgia. The TV latter is not ready yet. It would be much programmes in Kvemo Kartli spread in a more effective if the Azeri children were limited area and the process of broadcasting taken into Georgian kindergartens into is slow and does not work smoothly. The special groups under the guidance of teachers Azeri media is also weakly developed. The trained for these target groups. (The first newspaper “The Gurjistan’”, though steps are already being made in these ineffective, has been in circulation since directions). Those children who go to Azeri 1921. Due to the above discussed factors, the kindergartens, can speak Georgian when population of Kvemo Kartli are better they enter school unlike those children who informed regarding the processes going on in do not go to Georgian kindergartens and Azerbaijan than in Georgia. who cannot speak the State language at all, or The culture and customs of the Azeris know a few words, which makes it difficult living in Georgia are maintained by Azeri to master the curriculum. schools active in Georgia (about 120 schools). In addition, the Azeri culture house, folk The Armenian Language groups, NGOs are aimed at developing Azeri The Armenina language belongs to the culture together with the Azeri Cultural family of Indo-European languages though Centre and Tbilisi State Azeri theatre, both making up an independent branch of the active in Tbilisi. family. The native tongue of the Azeris is the Armenians represent the core population Azeri language which is used in the families. in the Republic of Armenia. In addition, they An Azeri child starts talking in Azeri. compactly live in the self-proclaimed However, the last few years witnessed the
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republic of Karabakh as well as in more than Unlike the Javakheti Armenian 60 countries in the world, including Georgia. population, Armenians living in Tbilisi know According to the 2002 census, the Georgian more or less which is due to the Armenian population makes up about 5. 7.% fact that in Tbilisi the Armenians have to of the whole population of Georgia communicate with the Georgian speaking (4,661,500). They live in towns and regions population on everyday, professional or although more of them are settled in Tbilisi, mundane levels (Kachkachishvili, 2013, #2, Samtkhe-Javakheti, Kvemo Kartli, Ajara and გვ. 86-89). the Abkhasian autonomous republic The Armenians, as a rule, also know (Tabatadze, Gorgadze, 2014, pp. 281-300). Russian which makes them trilingual. Not The majority of the population living in knowing Georgian well enough is one of the Javakjheti does not speak Georgian. Russian, major factors for emigration of Armeninas which used to be the only language of from Georgia abroad. Armenians see the communication with ethnic groups lost its prospect of their employment in Russia, function in the 1990s. Due to the Soviet which gives them opportunities to support heritage and long-term faults in the language their families in Georgia. Some Armeninas go educational policy, the local population can to their historical motherland and find some only speak Armenian or Russian. For certain work there although Armenia also reasons (for example, deployement of experiences quite a few problems in Russian military forces in Akhaltzixe and economics. Due to this, the number of people Akhalkalaki till 2005. As well as this, the moving to Russia is higher. majority of the population regularly In Samtkhe–Javakheti the major sources of commutes to Russia in search of workplaces), information for the Armenian population are unlike the Azeri population, Russian still Armenian and Russian TV channels. There retains its function of comunication in this are also several regional tele companies as region. In recent years, development of the well and several Armenian, Russian and trilingual pattern is also noticeable although Georgian TV channels are broadcast. this process is still in its embryonic stage. However, the majority of participants of the research do not watch Georgian TV
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Channels, cannot read Georgian papers and The Udi Language what is more important, express their The Udi language is an endangered disssatisfaciton regarding the standards of language. The fact that it is believed to be teaching Georgian in the region. developed from the Caucasian Albanian Local newspapers are printed in the region language, makes Udi unique. at certain periodicity. In Tbilisi, since the The Udi language belongs to the Lezgic Soviet time , the newspaper ‘The Vrastan’ is branch of the Dagestan group of Iberian printed although the degree of its efficiency Caucasian languages. It possesses two is very low (Kachkachishvili, 2013, #2, pp. dialects: Nidzh and Vartashen. 96-97). To the Udi alphabet (or Albanian) are Armenian schools in Georgia play an ascribed unread inscriptions found in important role in retaining the ethnic and Georgia, Azerbaijan and Daghestan. Currenly linguistic uniqueness of this group. However, Udi is a language without an alphabet. By the the process of teaching a state language is still 1920s this language acquired an alphabet . In to be settled which certainly impedes the 1934 a reader by Tevdore Jeiranashvili was integration of the Armenian population of published and was used by 1945. The Udis the region into Georgia. moved to Georgia in 1920 - 1922 after the Armenian and Azeri conflict which went Minor Language densely populated groups beyond the national frames and turned into Besides the above-mentioned major religious intolerance. This made the Udi linguistic minorities there are several densely leave their motherland (old Caucasian populated groups in Georgia which, due to Albania) and move to the Kvareli district. the peculiarity of their state, must be First they settled 7 kilomteres from Kvareli, discussed separately. These are: Udi, Kist and at the foot of the mountain , in a humid place Batsb lanaguges ( all three belong to Iberian- called Chantliskure (now the village Caucasian family of languages). Chantliskure). Later by the initiative of their leader Zinobi Silik (Silikashvili), they moved a kilometre to the East and built the village of Zinobiani ( Octomberi).
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It is supposed that historically, the Udis Kist is a mixed dialect made up by were bilingual. The Udi language was Circassian dialects: Maisturi, Akhiuri, considerably influenced by the Azeri Khildikharouli, Mitkhouri and Hacharouli. language. The Udins living in Azerbaijan are Consequently, it belongs to the Vainakh sub- fluent in both, Azeri and their native group of the Iberian-Caucasian language lanaguge. The Udins living in Georgia are family. also bilingual and have an excellent Together with the Kist language, all the command of Georgian which is, in most Kists speak Georgian and are thus bilingual. cases, used as a means of communication. In The majority of them consider Kist to be a house, specially built as a chapel (they do their native language. In their families they not have a church yet) they pray in use Kist and Georgian equally frequently. Georgian. Toasts are proposed in Georgian during feasts The level of the command of the Udi and the institution of a toastmaster is also language is determined by the age of the Georgian. Udis. The older generation is fluent in both The Kists cannot speak literary Circassian languages. Middle aged Udis are better at although they still manage to communicate Georgian whereas school children and with Circassians and in order to make this young children but for rare exceptions process easier for the Circassians, they try to cannot speak the Udi language at all. limit the usage of words borrowed from Georgian. Therfore, they do not have a The Circassian Language problem of understanding and making (The speech code of Pankisi Kistis -Kist themselves understood. Kists correspond in dialect) Georgian as the language of tuition is Kists live in Pankisi gorge, district of Georgian and thus, their reading and writing Akhmeta, Georgia. Pankisi gorge which is skills are developed in Georgian. Kist made up by the river Alazani is situated at language is used only in oral speech. the Northwest border of Kakheti region. The number of these people is up to 6,000. A small number of Kists lives in Chechnya.
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The Tsova-Tush (Batsb) language two languages are so well connected in one Tsova-Tushis or Batsb people identify syntacic unit that they are perceived as one themselves with Ethnic Georgians although linguistic unit their lanaguge belongs to the Vainkh Obviously, the linguistic community of subgroup of Iberian-Caucasian languages. Tsova-Tush is characterised by uniform, ideal These people are bilingual and fluent in and adequate bilingualism, which makes an both spoken languages, Georgian as well as interesting material regarding the research of Batsb. the fundamentals of language interference The question is what is the balance and convergence. between the degree of knowledge of Georgian on the one hand and Tsova-Tush, Groups of dispersive settlements on the other. Or in other words, do the The Russian language Tosva-Tushes command both of the Russian is a representative of the East languages equally well or does one of them Slavonik subgroup of Indo-European occupy a dominant position? languages with an alphabet based on Kirilitsa. According to the research conducted in Russians constitute the core population of the project its became obvious that middle- the Russian Federation. Like Ukrainians and aged and young Tosva-Tushes can easily Belorussians, they are descendants of Old switch over from one language to another Russian people (9th - 13th centuries), which without any obvious problems depending on was formed by Eastern Slav tribes, around which word is remembered more easily in Kiev, in the process of establishing the old the context. It is interesting to note the Russian state ( Kiev Russia). psychological attitude of the speaker. The According to the census data 2002, speakers don’t feel an alien linguistic Russians make up 1.5% of the whole environment while switching from one population of the country. Now their number lanaguge to the other. Quite frequently, parts is even lower as they have returned to their of a sentence are delivered in Georgian historical motherland. whereas the other part is in Batsb. The During the Soviet Union the Russian linguistic fragments of the systems of the language was the main language of
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communication between ethnic groups. make up a significant number of pupils in Considering Russian as a priority language, Russian schools. the Russian population did not have the need Russians continue living in monolingual of learning Georgian. However, after Georgia conditions as in the Soviet Union they did regained independence, Russia lost its not have a need to learn other languages (in dominant position. Although it still remains a this case, Georgian), especially, as the communicative language between ethnic Russians mentioned themselves, Georgians groups in Georgia, its diminishing role gives always tried to talk Russian with them. Thus, an additional incentive to the Russian youth monolingualism is the main form of speech remaining in Georgia to emigrate. function for Russians living in Georgia. After 1991 Russian children born in Georgia went to Russian schools as their The Ukrainian Language parents did not trust the local educational The Ukrainians speak the Ukrainian standards and hoped that Russian education language which belongs to the group of East would increase their chances to find a job in Slavonik languages. Russia. Another reason for taking children Ukrainians are the core population of to Russian schools was a weak knowledge of Ukraine, but a certain number of them live Georgian. In the 2003 - 2004 academic year in Russia, USA, Europe and so on. there were 168 Russian schools in Georgia of According to the census of 2002 of the which 55 were monolingual whereas the Georgian population, there are 7,039 remaining schools were bilingual and Ukrainians living in Georgia half of which trilingual (together with Russian, the live in Tbilisi whereas many of them live in languages of tuition were Azeri and Ajara. Georgian). However, the number of Russian The Government started to work on schools is decreasing together with the preservimg the Ukrainian language only on Russian speaking population. It is also worth September 1, 1999, when the Ukrainian mentioning that currently not Russians, but school after Mickheil Grushevski opened in the representatives of other ethnic groups Tbilisi. The Majority of school children come from mixed Georgian - Ukrainian families.
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The school children get a primary The Polish population does not exceed education in Ukrainian. In high forms they 2,000 people and thus they do not make even learn Ukrainian language and literature. The one per cent of the whole population. Most younger generation speaks Georgian better of these people are assimilated and live both although they get education in Russian or in Eastern and Western Georgia (Guria- Georgian schools and they stay in Georgia or Ajara). The majority of them live in Tbilisi go to Ukraine for their tertiary education. where they have established a Polish Ukraine provides scholarships to 10 diaspora and teach young Polish people their students from Georgia each year to study in language, culture and traditions . Ukrainian Universities. The Polish people gather in the Catholic The Association of Ukrainians living in church and attend masses. This is one of the Georgia, founded on July 15, 1992 plays an most favourite places for them to meet. active role in the preservation of national uniqueness of Ukrainians. Mikhail Boris has The Greek Language been in charge of the association since 1994. The Greek language is a mother tongue for Since 1995 in the territories with compact Greek and Cypriots and belongs to the Greek Ukrainian settlements Ukrainian societies are group of Indo-European languages. The created. Greek language was first testified 3,500 years ago and is mostly spread in the Balkan The Polish Language peninsula, islands around it and partly in The Polish language belongs to the East Bulgaria, Albania and Turkey. Slavic group of languages of the Indo The Greeks living in Georgia are mostly European family. Unfortunately, a great part the so- called Pontic Greeks (speaking the of the Polish people living in Georgia have Pontic dialect) who moved from the Eastern forgotten their national language as there provinces of Turkey. Their first settlements were no Polish schools and young people appeared in Georgia in the 18th century. mostly got their education in Russian This dialect was spoken in the following schools. villages: Santa, Neokharaba, Gumbat, Tarson (Tsalka district), Sakire, Gora (Dmanisi
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district), Ivanovka, Big Iraga, Small Iraga, by Turkey without specifying their ethnic Jigrashen, Vizirovka, part of Alekseevka origin. (Tetritskaro district), Michaeltsminda For Greeks, Georgians, Azeris and (Akhaltikhe district), Tsikhisjvari (Borjomi Armenians languages of communication are district). The dialect is also spoken in Russians and Turkish. Greeks living in Tsalka Abkhazia and Ajara. The majority of the regions cannot speak Georgian as starting Greek population living in Tsalka district are from the period of the Soviet Union the Urums ( Turkish speaking Greeks) who, standards of teaching Georgian as well as although they do not speak Greek, still motivation has been quite low. Unlike the identify themselves with the Greek ethnos: above-mentioned regions, Greeks living in one national group makes up two qualitative Tbilisi and other regions of Georgia have a variants and the ethnic picture does not certain knowledge of Georgian though their coincide with the linguistic picture. communication language is still Russian. Due The Greeks lived in the villages of to not knowing the state language, the Khadiki, Guniakala, Takkilisa, Edikilisa, Greeks living in the regions of Georgian are Tsintskaro, Jinisi, Avranlo, Khando, kept in informational isolation and, what is Beshtasheni, Baiburti, Bashkovi, Livadi, more important, this hampers their full Karakomi, Olinkai. The Urums also lived in integration into the social and political life of the following villages of Dmanisi district : the country. As well as this, the younger Sarkineti, Ganakhleba, Velispiri and generation considers the social–economic Tsintkaro (Tetritskaro district). and political situation in the region not The term ‘Urum’ appeared after the fall of promising and thus reveals less enthusiasm to the Eastern Roman Empire and conquest of learn Georgian. the ex-Byzantine provinces by Turkey. The term comes from the Latin stem ‘Roma’ The Kurdish Language meaning Roman, or the subject of Eastern The Kurdish language belongs to the Roman Empire. This term also applied to the Northwestern group of Iranian languages of population living in the provinces conquered the Indo - European family .
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Kurds (who call themselves Kurmanjis) themselves from Kurds (sometimes Iezides are one of the ancient people in Western even look down at Kurds). Asia. They live in Iran, Turkey, Syria, Iraq Kurds are fluent in Kurdish, Georgian, (Kurds refer to this territory as Kurdistan), Armenian, Russian and one of the European Libyan, Afganistan, ex-Soviet Republics languages (English, German, French). (Armenia, Azerbaijan, Georgia, Kazakstan, Kurds could speak Russian better as they Turkmenistan). Their ethnogenesis comes usually got education in Russian. At that from ancient Median and Iranian tribes. time Russian was widely spread and was According to the census of the Georgian considered to be a priority language among population in 2002, 843 Kurds live in Georgia ethnic minorities of Georgia (and not only (19.2% of which live in Tbilisi) which makes among them). Currently, Kurds living in up 0.4% of the whole population. The Tbilisi go to Georgian schools. majority of Kurds live in Tbilisi, Rustavi, The families which were educated in Batumi and Telavi. Kurds are settled in the Georgian, speak Georgian and Kurdish at outskirts of Tbilisi, namely in Gldani, home whereas those who got their education Varketili and the Third Massive as well as in in Russian, speak Russian and Kurdish. the above-mentioned cities. However, the The older generation speaks mostly most densely populated area is still in the Kurdish at home. suburbs of Tbilisi. Kurds are one of the most ancient The Assyrian language populations in Georgia. Iezidis and Kurds The Assyrian (Syriac) language denotes belong to the same tribe although differ in the modern Assyrian Neo-Aramaic (Semitic religious confession. Intensive settlement of language group) dialects spoken by Assyrians. the Kurds in Georgia started in the beginning Assyrians make up 0.1 % of the population of the 19th century. They mostly settled in of Georgia. Their number exceeds 3,200. the South Georgian region, Tbilisi, Kakheti They live in Western Georgia, namely, in and in the villages around Telavi. Imereti, Guria and Ajara. Syrians or Kurds who live in Tbilisi refer to Assyrians are concentrated in Kanda (Kaspi themselves as Iezides and separate district) which is called Dzveli (Old) Kanda
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to differentiate it from the village of Kanda any access to Assyrian information sources. (situated 3 kilometres away and inhabited by Thus, Georgian prevails although these Georgians). During the Russian - Iranian war people live in classic bilingual conditions. in 1874-1875, Assyrians left Iran (Urmia, Traditions (wedding receptions, funerals or village of Nazi) because of the pressure from other rituals) are close to Georgian. Iranians (as claimed by the Assyrians * * * themselves) . In the territory of Georgia there are Among Assyrians the Assyrian language is several scores of other dispersively settled still spoken at home although Georgian linguistic groups. However, I did not discuss prevails. As the language of TV, radio and them due to the limited format of the article. press is Georgian, the Assyrians do not have
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References
Babukhadia, 2009 - Babukhadia, M, Report of the group studying Non-Caucasian languages: ‘Socio-linguistic situation in Georgia’; Materials, Tbilisi, 2009 Gabunia, 2014 – Gabunia K, Linguistic Situation in Contemporary Georgia: 1. Kartvelian Languages. Online journal: ‘International Journal for Multi-lingual education;’ N3. Tbilisi, 2014 Gabunia, Ezugbaia, Kiria, 200 - Gabunia, K., Ezugbaia, L, and Kiria, Ch, Linguistic Situation in Contemporary Georgia; Tbilisi , 2008 Ethnoses in Georgia, 2008 - Ethnoses in Georgia, The Library of the Ombudsman of Goergia; Tbilisi, 2008 Kachkachishvili, 2013 - Kachkachishvili M, Interrelationship of bilingual education and social- communication system in Javakheti. ‘International Journal for Multilingual Education;’ , 2013, 1 (2), 77-92. Svanidze, 2002 - Svanidze, G. National minorities in Georgia, review. Retrieved on March 25, 2002, from the website: www.minelres.lv.archive.htm
This article presents the material collected by the above-mentioned groups within the frames of the project '' Sociolinguistic Situation in Contemporary Georgia''. The research ahs not yet been published completely. Part of the processed data can be seen : SSGG (http://titus.fkidg1.uni-frankfurt.de/ssgg/ssgg.htm). Copyright was obtained frim the allocator of the Volsvagen foundation -Univerity of Frankfurt on Main ( Professors Jost Gippert, Manana Tandashvili).
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Maryna Volkova Dnipropetrovsk National University
SOME PECULIARITIES OF THE COMPARARTIVE ANALYSIS OF P.B.SHELLY’S “CLOUD” AND ITS UKRAINIAN TRANSLATION BY V. MYSYK
ABSTRACT The article is devoted to the structural, lexical and stylistic peculiarities of P.B.Shelly’s “Cloud” and its Ukrainian translation given by V.Mysyk. Specific devices used by the translator are scrutinized. Key words: poetry, personification, generalization, omission, addition, rhyme, rhythm.
Nowadays when the global informational base given languages and the elements of the is being formed, the translation becomes a original text which are not translated into dynamically developing sphere of human activity the target language. Such an analysis as a reaction to the main demands of the society helps to scrutinize the brightest and international relations in different spheres. peculiarities of the two works created in And the main sphere where the translation different languages, characterizes creative functions not as a craft but arts is the perception of peculiarities of two individuals – the the values in the process of dialogue of cultures author and the translator, and helps to and civilizations. follow the canons which dominate in the One of the most important methods of the artistic culture of the two languages in the translation is comparative method uses in the period of the works creation, to estimate given article as the analysis of the form and objectively the literary text translation content of the target language text translation in quality [4, 262]. This demonstrates comparison with the form and content of the structural and semantic correspondence original (source language) text that gives a of the translation to the original or in possibility to analyze typical difficulties of the other words of its adequacy. translation connected with the peculiarities of the
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A number of works by the foreign and home contain twelve, the second – eighteen, the scientists are dedicated to the given method. Such third, the fourth and the fifth – fourteen outstanding scientists as V. Komissarov, lines. V.Vinigradov, G.Gachechiladze, I.Kashkin, We will try to give a comparative V.Koptilov, S.Alekseev, Yu.Gurova, E. analysis of the original text by P.B.Shelly Maslennikova, J.Skugerevskaya stated the and its Ukraine translation given by important role of the translation text analysis. V.Mysyk. There are some changes in the A specific feature of P.B.Shelley’s poetry is a structure of the text: the quantity of parts poetic language which is marked by regular and is preserved but a number of lines is harmonic consequence of sounds. The author changed a little. So we have sixteen lines believes that poetry stirs up and enriches human’s in the first part, fourteen in the second, mind, hints to the real world’s beauty. Thus the third, fourth and fifth, twelve in the sixth surrounding world becomes for him a source that part. So the line quantity in all parts reveals artistic individuality. coincides with the original text. We will Poem “Cloud” belongs to that period of scrutinize the quantity of syllables in the Shelly’s life when he started to prefer realism. The lines: there are twenty of them in the first poet’s last years’ lyric is dedicated to nature. His line, eight in the second, ten in the third, images become more true to life. His depicting of eight in the fourth, ten in the fifth, eight nature loses didacticism and becomes not so in the sixth, ten in the seventh, eight in abstract, more real, many-sided, alive and precise. the eighth, twelve in the ninth, seven in P.B.Shelly gives the depicting of nature a the tenth, nine in the eleventh, eight in the deep philosophic and political sense. In the twelfth, eleven in the thirteenth, eight in landscape there are neither gloomy tones of the fourteenth, eleven in the fifteenth, Byron’s landscape nor sweet sentimentalism of eight in the sixteenth line. lakists. I bring fresh showers for the thirsting The poem has a definite structure, pair and flowers, non-pair lines differ from each other. Non-pair From the seas and the streams; lines – thetrametres – are a combination of I bear light shade for the leaves when iambus and anapest. Thus, meter is not identical in laid every line every which, in their turn, has a In their noon-day dreams. different length, and every of six parts include From my wings are shaken the dews that different number of lines: the first and the sixth waken
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The sweet buds every one, more complicated. Discrepancies start When rocked to rest on their mother's from the second line of the original text: breast, «from the seas and the streams» which As she dances about the Sun. was translated as «з морів, з океану». I wield the flail of the lashing hail, Translating the following line «for the And whiten the green plains under, leaves» the translator used concretization: And then again I dissolve it in rain, «квітці й листку». «Noon-day dreams» And laugh as I pass in thunder. is translated as «в годину жарку», thus the author uses a word omitted by the Я свіжі краплини на гори й долини translator. Shelly makes an accent which Несу з морів, з океану; states that the given cloud created a В годину жарку я квітці й листку comfortable atmosphere during a coffee- Дарую тінь пожадану. break. Росинка мала з-під мого крила Later on in the extract «As she Розбуркує брость на вітті, dances about the Sun» the translator Що й неньці-Землі не приспать її, doesn’t mention the sun but scrutinizes Танцюючи на орбіті. the earth as a part of the whole system: Ударами граду долину й леваду «танцюючи на орбіті». In the following Вибілю - і потому line, «whiten the green plains under», Знов сиплю дощ на болото й трощ there are two disconnections: firstly, the I тішусь гуркотом грому. translator omits adjective denoting colour Я снігом сіюсь, я вихором віюсь – green – that reflects renovation of life, На горді бескиди й скелі, spring, youth and hope for the best in the I сплю дорану в обіймах бурану future. Thus, we see that this peculiarity На білій пухкій постелі. has a definite attitude to the general Rhythm of the translation is preserved; perception of the picture by the reader. the narration is given from the first person Secondly, generalized «plains» with the singular. Apart from structural misprints of the help of concretization was translated as first and second parts, the general translation «долину й леваду». The following four outlook is very close to the structure of the lines of the translation in the original text original text. As for lexis, the situation is much
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«лементує» with the help of generalization. And his burning plumes outspread, In the original text we have «in the depths of Leaps on the back of my sailing rack, the purple sea», whereas in the translation it is When the morning star shines dead; «над сивий глиб океану». In the English version As on the jag of a mountain crag, purple colour is used as a symbol of harmony, Which an earthquake rocks and swings, power and truth. In the Ukrainian one grey colour An eagle alit one moment may sit is mentioned which has nothing in common with In the light of its golden wings. purple. In general it is really like this but in the And when Sunset may breathe, from the given context this helps the reader to imagine a lit picturesque landscape. In this and previous Sea beneath, sentences the translator changes the places of the Its ardours of rest and of love, see and ocean. And the crimson pall of eve may fall In general in the given extract the From the depth of Heaven above, English variant is filled with words «skiey With wings folded I rest, on mine aery bowers», «pilot» та «cavern». In its tern, nest, Ukrainian variant includes the notions which As still as a brooding dove. correspond with water sphere more: «трюм», «пливу». «Over the rills, and the crags, and the Криваво зайнявшись, огненно hills, оver the lakes and the plains» розп'явшись, W.Mysik transforms the last two lines Світанок мене кульбачить, changing separate words but does not ruin the I рясно іскриться, де рання зірниця, atmosphere of beauty and love. Sometimes he Вже мертва, ледве маячить. forgets about Shelly’s personification: «in Так цар птахів на один із верхів Heaven's blue smile». Author’s haven smile as if Вулканного високогір'я they are alive, their smile is charming, whereas in Злітає на мить - і злотом горить the translation it is just «з небесного лона». From Його карбоване пір'я. the emotional point of view, they do not give a Там вечір настане - і в море багряне necessary effect but are close to the original text Проллє спочинку олій, according to the sense. I небо напне на обличчя земне The sanguine Sunrise, with his meteor Малиновий присмерк свій, eyes, I сплю я тоді, як голубка в гнізді,
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В безмежності золотій. feet, In the first line the translator pays Which only the angels hear, 50 attention to the colours but omitting elements «his May have broken the woof, of my tent's meteor eyes» and «plumes» he omits thin roof, personification as well. In the line «An eagle alit The stars peep behind her, and peer; one moment may sit» he uses periphrases And I laugh to see them whirl and flee, interpreting the eagle as «царя птахів». Then Like a swarm of golden bees, W.Mysik omits «rocks and swings» and changes When I widen the rent in my wind-built the amplifying of movement produced by the tent, earthquake into «вулканне високогір'я». Till the calm rivers, lakes, and seas, «Аrdours of rest and of love» he translates as Like strips of the sky fallen through me «проллє спочинку олій», omitting «of love» and on high, changing «аrdours» into «олію». As for the Are each paved with the moon and these. translation of the word «Heaven», something it is something that closer to the God, the Paradise in Та діва білява, та лагідна пава, the translation is just «небо». But in the given Що смертний місяцем зве, case it is compensated by the ending of part three: У ночі безмовні в легкій моїй вовні «В безмежності золотій». Here the God, Так легко й рівно пливе. prosperity and the greatness of the haven are Коли ж під ходою, лиш духам чутною, reflected. The translator uses personification Намет розірветься мій, though the attention which is paid to the device is Загляне в ту дірку, немов у кватирку, no as it is in the original text. For instance, in the Зірок зацікавлених рій. given extract «Sunrise», «Sunset», «Sea» are I тішить мене їх мелькання дрібне mentioned, in seems that the author calls them by В замісячному прозорі - their names. In the translation they are more like I я не стуляюсь, і вниз видивляюсь, natural phenomena. Де плеса земні просторі, That orbed maiden with white fire laden Мов краплі блакиті, крізь мене пролиті, Whom mortals call the Moon, Одсвічують місяць і зорі. Glides glimmering o'er my fleece-like The first line has inaccuracy: floor the translator introduces the words «та By the midnight breezes strewn; лагідна пава». A peacock is a symbol of And wherever the beat of her unseen grace that is why he depicts the sun as a
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beautiful, tidy girl, adding some extra When the whirlwinds my banner unfurl. characteristics to it. From cape to cape, with a bridge-like In the following extract «by the midnight shape, breezes strewn» the author shows coordination of Over a torrent sea, work of natural forces. The translator, it his turn, Sunbeam-proof, I hang like a roof -- underlines the independence of the process. The mountains its columns be! Notion “angels” was changed in the translation The triumphal arch, through which I into «дух». In general, according to the Bible, march angels are the spirits, they express the will of the With hurricane, fire, and snow, God, possess extra powers. But the spirit in the When the Powers of the Air, are chained Bible is a creative force that gives life, the God’s to my chair, influence. That is why the angels are more Is the million-coloured Bow; 70 important and significant in the world. The sphere-fire above its soft colours In the extract «Загляне в ту дірку, немов у wove кватирку» the translator introduces a new simile. While the moist Earth was laughing Later on, W.Mysyk omits the simile «Like a below. swarm of golden bees» at all. Instead of this, the Я сонцю даю оправу свою, translator uses a metaphor to serve aesthetic I місяць пишається нею. function in the text. Згасає вулкан, коли ураган Expression «Like strips of the sky» was Розгорне мою кирею. translated as «Мов краплі блакиті» — English Я пнусь, як місток, над широм заток, word «strips» is large than «краплі» but with the Де хвиль не стихає спір; help of this word W.Mysyk depicts water element, На горах-стовпах я висну, як дах, proving it with the word «пролиті» and the sky Затьмаривши безліч зір. with the help of periphrases is marked with the У бурі й вогні пролягає мені word «блакить». Вперед звитяжна дорога - I bind the Sun's throne with a burning I стріне мій стяг, розвитий в боях, zone Веселки арка розлога. And the Moon's with a girdle of pearl; 60I барви небес грайливістю плес The volcanos are dim and the stars reel Відіб'є земля волога. and swim
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In the first line the translator omits the word their convex gleams, «throne», in the second — it is the whole Build up the blue dome of Air -- expression «a girdle of pearl». Both of them are I silently laugh at my own cenotaph the symbols of wealth, prosperity, a girdle of pearl And out of the caverns of rain, symbolizes a moon as well. In the following line Like a child from the womb, live a W.Mysyk omits «the stars reel and swim». ghost from the tomb, Expression «Sunbeam-proof» in the I arise, and unbuild it again. translation has to denote «захист від сонячних променів», in the translator’s variant is Мій батьківський клан - Земля й «затьмаривши безліч зір». Thus, W.Mysyk uses Океан, periphrases. He also deliberately omits the word Зву домом я синь небесну; «snow», translating «With hurricane, fire, and Я в грунті таюсь, я завжди мінюсь, snow» as «у бурі й вогні». In the following Але ніколи не щезну. phrase the author uses a hyperbole («the million- Бо навіть тоді, як минуться дощі, coloured Bow»), whereas the translator does not I сонце з промінних рей use this stylistic device («Веселки арка Для мене напне склепіння міцне - розлога»). Небесний мій мавзолей, Line 11 is totally changed in the translation, Я тільки всміхнусь, і знову зведусь, but the translator could reflect the atmosphere З підземних вoдяних жил, describing this in simpler words. Thus, «When the Як дух, як дитя зі свого сповиття,- Powers of the Air, are chained to my chair» I знов підкорю небосхил. W.Mysyk translates as «пролягає мені вперед In the last part the translator changes звитяжна дорога». the sentence changing a daughter by I am the daughter of Earth and Water, parents «Мій батьківський клан» still And the nursling of the Sky; preserving personification, calling I pass through the pores, of the ocean «Землю» and «Океан» as if by names. and shores; But he generalizes «Water» that becomes I change, but I cannot die -- “Океан”. In the next sentence he omits For after the rain, when with never a this word and the whole phrase «the stain pores, of the ocean and shores». Later on, The pavilion of Heaven is bare, the translator uses euphemism «щезати» And the winds and sunbeams, with instead of the original «die». Thus, in the
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M. Volkova, SOME PECULIARITIES OF THE COMPARARTIVE ANALYSIS OF # 4, 2014 P.B.SHELLY’S “CLOUD” AND ITS UKRAINIAN TRANSLATION BY V. MYSYK pp. 22-31
given part the line «The pavilion of Heaven is colour in the poem and supports the bare» is left without special attention. In the line colour symbolism. Very often Mysyk «And the winds and sunbeams, with their convex changes the sequence of sentences to gleams» translated as «I сонце з промінних рей» preserve a poetic form. He uses different the word «the winds» was omitted by the methods of a literary text translation to translator. create a certain variant in Ukrainian The last part is the most difficult for the correct according to the rules and style of analysis as the translator changes the structure and the target language. The translator uses the word order a lot. different stylistic devices as In the conclusion we would like to sum up the professionally as P.B.Shelly does to results of the given analysis. First of all, it should reflect beautiful landscapes. be mentioned that the translator tries not to change Personification becomes the most the structure of the poem, the rhyme system. He frequently used both in the original and pays attention to the peculiarities expressed by translation.
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References:
Galema, 2012 - http://www.confcontact.com/2012_03_15/gl3_galena.php Komissarov, 2000 - Комиссаров В.H. Общая теория перевода (Проблемы переводоведения в освещении зарубежных ученых) [Текст] // М.: ЧеРо, 2000. – 134 p. Lanovik, 2002 - Лановик М. Перекладознавчі проблеми компаративістики крізь призму літературознавчих теорій // Літературознавча компаративістика. – Тернопіль: Ранок, 2002. – С. 256 – 271 p. Tytler A.F. Essay on the principles of translation. Edinburgh: Cadell, 1997. – 252 p.
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I.Gedevanishvili, M. Tsereteli, G. Toroshelidze, T. Popkhadze, I.Lominashvili, Intercultural competency # 4, 2014 and ethnocentrism in Georgian, Azerbaijanian and Armenian youth leaving in Georgia pp. 32-45
I.Gedevanishvili, M.Tsereteli, G.Toroshelidze, T.Phophkhadze, I.Lominashvili Ivane Javakhishvili Tbilisi State University
Intercultural competency and ethnosentrism in Georgia, Azerbaijanian and Armenian youth leaving in Georgia1
Abstract
This paper explores intercultural competencies in Georgian, Armenian and Azerbaijanian students. Furthermore, it aims to study bases of effective intercultural communication in the representatives of the selected ethnic groups. Such terms as intercultural competency and its antonym – ethnocentrism are discussed in the study as the characteristics of intercultural sensitivity, which in turn is the bases of effective intercultural communication. The article presents the results of the focus-group discussions. The participants of the focus-groups were Georgian ethnic groups studying in public universities of Akhaltsikhe and Tbilisi State Universities, as well as Armenian and Azerbaijanian ethnic minorities who are involved in the first stage of the programme “four plus one” of the same universities. The following themes have been studied: self-assessment, assessment of others, traits by which ethnic groups describe themselves and other groups, relationship between ethnic groups, knowledge of the traditions and costumes and cultural peculiarities of ethnic groups. The results were analysed in the continuum of the concepts of ethnosentrism and ethnorelativity. The study results reveal that Georgian, Azerbaijanian and Armenian students differ in terms of their intercultural competencies, namely: ethnocentric tendencies are clearly revealed in Armenian students especially towards Azerbaijanians, but not so clearly towards Georgians. Some tendencies of ethnorelativism can also be seen in Armenian students. Azerbaijanian youth demonstrate ethnorelative attitudes towards Georgians, however, they are clearly ethnocentric towards Armenians.
Key words: intercultural competency, intercultural sensitivity, intercultural communication, ethnocentrism, ethno relativity.
Introduction to overcome ethnosentrism and develop The importance for effective intercultural sensitivity in order to reach communication among cultures has competent intercultural communication. tremendously increased in the process of Intercultural sensitivity is described as a globalisation in the modern world. It is essential person’s openness and readiness to accept and
1 The article is produced in the frames of the research project “Intercultural sensitivity of students in Georgia” which is funded by The Academic Swiss Caucasus Net (ASCN).
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appreciate intercultural differences. This subject Trendies (1994), individuals with intercultural is especially interesting for such a multinational competencies have three common features: and multicultural country as Georgia. (1) They can handle psychological stress The role of educational system in the which accompanies most of the intercultural process of development of competent and communications; effective intercultural communication is (2) They can easily establish both – especially important, therefore relevant verbal and non-verbal communication with educational policies need to be in place. The people from different cultures; formation of such educational policies requires (3) They can develop and preserve new studies of existing attitudes, stereotypes, interpersonal communications. expectations and the level of readiness in the Other conceptualisations of intercultural society, especially among youth. effectiveness and sensitivity, describe these There are various interpretations of the terms in the context of cognitive, affective and term intercultural sensitivity by the different behavioural spheres. authors, however, there is a wide agreement that Individuals, who have intercultural intercultural sensitivity is a basis of intercultural competency, tend to respect and admit other communication. Intercultural sensitivity cultures, instead of avoiding any intercultural includes cognitive, affective and behavioural differences. From implicit (unconscious) dimensions and also means positive attitudes ethnocentrism those individuals come to realise towards different cultures. their own and other cultures. Instead of Intercultural competency is a realising what to do to avoid racism, sexism and characteristic of intercultural sensitivity which other prejudices and phobias, they realise what is a basis of effective coexistence and/or to do to create respectful and productive collaboration of individuals and ethnic groups intercultural relationships. Interculturally representing different cultures. effective individuals are active by nature and What does it mean exactly to have tend to look for various perspectives in the intercultural competencies and what kind of decision making process and various actions. attitudes and behaviours people with In the process of communicating with intercultural sensitivity have? In the earlier other cultures, individuals need to develop skills studies, specific behaviours of people who live to be able to respond objectively to other and work effectively in different cultures have peoples’ behaviours and interpret them from been researched. According to the study of more than one cultural perspective. They need to know how to solve conflicts between the
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representatives of different cultures by relevant 2. Perception of one’s own customs as methods. They also need to respect intercultural universal. differences by means of diversifying 3. Perception that it is only natural to perspectives, abilities and knowledge and collaborate with, help and be proud of analysing boundaries. They need to model the individuals who belong to the same culturally sensitive behaviours and attitudes, ethnic groups. acquire new knowledge about cultural It needs to be mentioned that the last differences and institutionalise cultural criteria developed by Brewer and Campbell perspectives in their private and professional (1976) always proofs that a person is practices (Cushner, McCleland, Safford, 2006). ethnocentric. With regards to the first two Contrary to the individuals with criteria, there are some ethnocentric people who intercultural sensitivity, there are people who admit cultural values of other individuals, but view their own ethnic group as central and judge they perceive those values as inferior to their all other groups as relative to their own ethnic own. group or culture. This phenomenon (to give There is no agreement among researchers priority to one’s own ethnic group) is known as in evaluating the nature of ethnocentrism. ethnocentrism. This term was explained by However, as any other phenomenon, Samner in 1906 as “ the technical name for the ethnocentrism should not be understood as view of things in which one's own group is in clearly negative or positive term. Ethnocentrism the centre of everything, and all others are can be viewed as a positive phenomenon to scaled and rated with reference to it” [Stepman, preserve ethnic identity and as a negative one Stepman, 1996, p.125]. Modern day researchers for inter communication of different ethnic describe ethnocentrism as the phenomenon groups. when life events are assessed through the prism Brewer and Campbell’s (1976) research of one’s own ethnic group’s traditions among thirty African tribes revealed (Stefanenko, 2003). ethnocentrism in all the groups, however, with Brewer and Campbell (1976) described the different levels of expression. major characteristics of ethnocentrism: Approximately third of the African ethnic 1. Perception of one’s own cultural groups considered the achievement of one or elements (norms, roles and values) as more other groups as superior over their own. natural and absolutely correct and They ability to objectively assess perceptions of others’ cultural elements characteristics of one’s own ethnic group, as as unnatural and wrong. well as the attempt to understand the differences
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of other ethnic groups is called flexible The participants of the study are ethnocentrism. Georgian, Armenian and Azerbaijanian students Small nations or ethnic migrants who study in Georgian higher educational sometimes are characterised by such form of institutions. Studying the attitudes of students is ethnocentrism which is expressed by hatred, important as they represent the youth and the fear and distrust, as well as blaming others for future tendencies of our society are one’s own failure. Even though such concentrated in them. ethnocentrism helps to develop positive ethnic The research team held focus-groups with identity, it is totally dysfunctional for personal students of Tbilisi State University (two development and for intercultural relationships. groups), as well as with students of Akhaltsikhe The extreme form of ethnocentrism is State University (three groups). Furthermore, delegitimisation, which is expressed by Armenian and Azerbaijanian students idolizing ones’ own nation and oppressing other representing ethnic minorities in Georgia who groups to the extent when they are not even study in the programme “four plus one” in considered to be human beings (for instance, the Akhaltsikhe State University also participated ideology of German fascism about superiority in the focus-groups (two groups). There were of Aryan race). ten students representing each ethnic groups in It can be concluded that there are different each focus group. levels of expressing ethnocentrism ranging from positive ethnocentrism to delegitimisation. Research instrument The guidelines for focus-groups included Research methodology questions about attitudes of Georgian, Due to the importance of the subject, it Armenian and Azerbaijanian students towards was decided to study patterns of intercultural their own and other cultures, as well as about the sensitivity among Georgian, Armenian and level of knowledge of their own and other Azerbaijanian youth. The aim of the study is to cultures. gather data about the level of knowledge in During the discussion in the focus groups, different ethnic groups about their own and the data was gathered according to the following other groups’ cultures, customs, religious themes: self-assessment, assessment of others, peculiarities and personal characteristics. characteristics by which the participants Furthermore, the study also aims to gather describe themselves and other groups, attitudes information about the personal relationships towards ethnic minorities, knowledge of other between different ethnic groups.
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ethnic groups’ customs, traditions and cultural are very clever”). They also perceive that there peculiarities. is a hostile environment around them (“we cannot forget our history and past and therefore, Research results we cannot give up on what belongs to us”). Intercultural competencies (Ethno- The self-esteem of Azerbaijanian students sentrism and ethnorelativism) of Georgian, is neither ambitious nor self-critical. They are Armenian and Azerbaijanian student are satisfied with being believers and open-hearted described based on the rich data gathered during (“we are open-hearted, generous and patriot the focus-groups. Research results are people,” “…we are naive, we are believers” “we described below according to the research are Muslims and therefore we have some themes. specific traits”). Azerbaijanian students mostly see some negative sides in their old fashioned Self-assessment traditions, however, this does not seem to Self-assessment of Georgian students is influence their self-esteem, as the most highly critical. Georgians mostly emphasize important trait for them is to be “kind Muslims”. their laziness, irresponsibility and inability to make decisions on their own. (“they always wait Assessment of others for others to help/they always have others’ Georgian students were quite brief when hope“; ….”They try to avoid responsibility“). assessing Azerbaijanian students, as if they However, Georgian students’ self-assessment is were avoiding to make any kind of judgement. still more positive than negative, since they However, based on some phrases from the perceive these negative characteristics as discussions, Georgian students’ assessment of somehow transitional phenomenon. Together Azerbaijanians is not very positive (“They give with self-criticism self-satisfactions is also very material things such as money or a house too high (“…we are proud”, “we are stubborn and much importance” “I think that Georgians consistent”). perceive Azerbaijanians to be born for more Armenian students do not express high physical work rather than intellectual”.) self-criticism. Even though they indicate, that However, despite such assessments and the similarly to all the ethnic groups, they also have religious difference, Georgians still consider negative sides, it is not reflected in their self- Azerbaijanians to be “open” ethnic group. assessment, as they consider themselves to be Georgian students assess Armenians as special. („I would say we are very clever. It is “closed” ethnic group. Georgian students’ known in the world that we and Jewish people assessment of Armenians are somehow
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controversial: on one hand, they characterise Azerbaijanians living in Baku …they are Armenians as smart and determined (“there is a different”, “they are very different from the rest saying that when Armenian was born, Jewish of Azerbaijanians”). The fear and distance is was crying, which means they consider dominant (“…there are two girls and they view themselves to be very clever”). On the other us as enemies, they may even try to kill us,” “I hand, Georgians emphasize negative sides of do not have any communication with them and Armenians (“Armenians are considered to be I hope I will never have,”…. “My uncle has died deceivers and greedy. When you tell them they in the war with Azerbaijanians for Nagorno- are Armenians, they should be offended”). Karabakh, that is why I cannot stand them”, Armenians assess Georgians quite “…If you go to Azerbaijan, they might kill controversially: on one hand, they consider you”, “I have a fear, I cannot trust them.”). Georgians to be similar to Armenians Armenian students assess Azerbaijanians based (“somehow we are alike, because we live close, on their historical perspective that they are the nature automatically allows us to understand envious, ruthless and dangerous. each other”). However, they only appreciate Azerbaijanian students admit the status of educated Georgians who live in the capital Georgians unconditionally and express respect (“Georgians who live in Tbilisi do not say such towards them. They even consider themselves things, only the ones who come from villages to be socially Georgians (“We are socially can call you Armenian in a negative way”, Georgians…. Our homelands are both: Georgia “Sometimes they say such stupid things about and Azerbaijan.”). Azerbaijanian students are our history that it is clear that those people are proud to communicate with Georgians, but they uneducated”). Armenian students call some part feel they are not well respected by Georgians of Georgians “villagers” and consider (“If Georgians knew more about our religion, I themselves superior to them (“we simply do not think they would respect us more”). communicating with such people to avoid any Azerbaijanians do not want to talk about conflicts…we will never try to explain anything Armenians at all. Any thought that they express, to such Georgians, because they do not worth is somehow forceful. Azerbaijanian students do it). not share Armenians’ opinions about them Armenian students divide Azerbaijanians being special and characterise them as deceivers into two parts: the “Georgian” Azerbaijanians (“They think that the whole world is theirs”, and the rest of Azerbaijanians (“We have many “They tend to lie a lot”). Azerbaijanian friends who live in Georgia, but indeed we do not communicate with
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Knowledge about other ethnic groups - “This is not quite true, Georgians are not Georgians admit that they are not even interested in their own religion, not interested in the costumes and traditions of to mention others’. It is even ethnic minorities living in Georgia, except the questionable how many Georgians cases when they have personal relationships know the Gospel”). with them. Usually, Georgians mix Armenians know Georgian costumes, Azerbaijanians and Turkish people with each lifestyle and in general, culture quite well. They other, as well as Armenians and Jewish people are well aware of the differences between the (“Manasherov is a Jewish surname, but religions of those two nations. Armenian whenever we hear that a surname is not students explain their well-awareness by the Georgian, we immediately think that it is either fact that they are similar with Georgians by Azerbaijanian or Armenian without properly culture and some characteristics (“Somehow we inquiring about its origin”). are similar, because we live close, the nature Georgians have little knowledge about automatically allows us to understand each Armenian’s culture and religion. They know other”). that Armenians are Christians, but they are not Armenian students are not interested in interested in more details (“We do not know Azerbaijanian culture or religion. For example much…we are not very well integrated…and one Armenian student notes: “there is one this is our fault, because we do not want to minus, Armenians do not differentiate Azeri communicate with them due to some people from Turkish people. They are not the stereotypes.”) same nation are they?! However, 99 % of Armenians do not see any difference between Georgians consider themselves to be tolerant, those two nations, which is very bad, they do not but it seems to be a stereotype, as they cannot care whether a person is Armenian or Turkish”. clearly define how this tolerance is expressed Azerbaijanian students demonstrate in practice. Neither can they describe what the openness towards learning more about the peculiarities of Azerbaijanian and Armenian Georgian culture. It is clear from their religions are. This is clearly expressed in the discussion that they know a lot about Georgian dialogue of Georgian students: lifestyle, culture and religion and that they want - “We are tolerant to other religions….we to know more. respect them” Azerbaijanian students state explicitly that they do not know anything about Armenian
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traditions and are not interested to learn decisions without their parents. There were two anything about them (“I do not know anything different opinions about the tolerance of about their traditions…about anything”). Georgians. Part of the participants think that However, we think that this is more a statement Georgians can respect other groups’ traditions of a position rather than a reality. and religions. The other part of the students think that it is very difficult for Georgians to Traits that the research participants ascribe accept and respect the opinions of other people to themselves and to the other groups (They also characterised themselves as Armenians characterise themselves as “prejudiced”, “conservative” and “stubborn”). patriots, hospitable and thrifty. They considered As for the Armenian and Azerbaijanian themselves as a very gifted nation similarly to students, they have a similar opinion that Jewish people. They also emphasize the role of Georgians are hospitable and friendly. a woman in Armenian family (“A family is Armenians noted that Georgians are lazy. strong because of a woman, if a woman is Azerbaijanian students also share this opinion. strong, a family is strong as well”). They consider Georgian men to be lazier Georgians characterize Armenians more compared to Georgian women. Georgians were positively than Azerbaijanians students do. also characterised as “emotional” and Georgian students think that Armenians are “ambitious”. Armenians noted that Georgians “devoted”, “patriots” and “open”. However, can support each other, for instance during they also mention that Armenians are competitions and contests, which cannot be said “arrogant” and “selfish”. As for Azerbaijanian about Armenians. Azerbaijanian students also students, they perceive Armenians to be noted that Georgians especially love to have fun “deceivers” and “traitors.” Georgian and and compared to Azerbaijanian youth, they are Azerbaijanian students agree that Armenians more modern. are hardworking and they consider themselves Azerbaijanian students consider to be superior to other nations (“They think the themselves to be hard working, hospitable, world is theirs”, “They think they are the patriots and modest in private relations. The cleverest”). only negative tradition, that Azerbaijanian Georgian students consider themselves to students discussed, was that they make girls to be hospitable, emotional and lazy. They also get married at a young age, without considering mention that Georgians try to avoid their opinion. Similarly to Georgian students, responsibility, they depend on others’ opinions Azerbaijanian students also think that the rights and it is often difficult for them to make
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of Azerbaijanian women are suppressed in Armenians talk about the situations, when Azerbaijanian culture. Georgian parents forbid their children to play According to some Armenian students, with Armenians. They also often hear such Azerbaijanians are very hospitable, attentive phrases as “They are clever, but they are and warm. However, based on their common Armenians”, “They are good, but they are historical past, Armenian students think that Armenians“. However, it is also noted that such Azerbaijanians are envious and unmerciful. attitude is mostly expressed by Georgians who Opinions of Georgians about different come from regions. Armenians think that such traits of Azerbaijanians are more diverse. attitudes are developed in families. Despite all Georgians think that Azerbaijanians are above mentioned, Armenians still think that hardworking, generous and communicative. Georgians are nice and warm in relationships. Furthermore, some Georgian participants noted Georgians and Armenians agree that being “an that Azeri people are materialistic and “a car or Armenian” is a negative thing for Georgians. a house” are the most important things for them. Georgian participants admit that they only trust Therefore, they work hard and pay less attention Armenians (for instance a co-workers) if they to education, especially for girls. Azerbaijanians know them well, otherwise, they are cautious. were also characterised as “traditional” and “overly obedient to the rules.” Armenians and Azerbaijanians Armenians noted that “The Georgian Attitudes between ethnic groups Azerbaijanians” are different from the rest of Armenians and Georgians Azerbaijanians. Armenian participants think All Armenian students who participate in that it is more possible to communicate with the study note that people are suppressed “Georgian Azerbaijanians.” However, they because of their ethnicity in Georgia. Based on cannot even imagine to have any kind of their personal experience, Armenian students personal relations with Azerbaijanian people note that Georgian employees prefer to hire from Baku because of the recent historical someone with “a Georgian surname and not events. Armenians mention that they often feel some Armenians” despite their intellect and hatred from Azerbaijanian students. As a whole, abilities. This idea is shared by Georgian they are scared of Azerbaijanians and cannot students and they also note that Armenians are trust them. Armenian students think that often suppressed because of their ethnic Azerbaijanians do not even want to change their background. Because of this, they sometimes attitudes towards Armenians. They also note change their surnames. Furthermore, that “if Azerbaijanians change their attitudes
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towards Armenians, they will also consider Georgian students mentioned, that they changing their own”. Armenian students think have more positive attitudes towards that it will take a lot of time to establish peaceful Azerbaijanians compared to other ethnic groups relationships between those two nations and as they deserve more trust than Armenians. only their grandchildren’s generation might be Despite this, Georgians think that they are not able to establish normal relationships. integrated to any ethnic minorities. Azerbaijanian students think that it is As a result, the tendency was revealed that possible to have personal relations with Armenians and Azerbaijanians trust and support Armenians, however the level of trust between Georgians more than each other. those two nations is very low (“I have one As for the marriage between the members Armenian acquaintance who seems to be of the different ethnic groups, the research hospitable and hardworking, but he is not participants expressed the following opinions: devoted. You can read from his eyes what he Armenians think that they should not marry the thinks”). Some participants even think that representative of other nation, however, they Azerbaijanians should not be interested in find it more acceptable to marry Georgians, communicating with Armenians at all. rather than Azerbaijanians (“...If you ask girls, whether they marry the representative of other Georgians and Azerbaijanians nation, they will say no, but they will marry Azerbaijanian students note that Georgian, rather than other nation, because of Georgians often call them “Tatars” which is religion, also we have more similarities with offensive and unrespectful. Similarly to Georgians. As for the marriage with someone Georgian focus-groups, there was some from other nations, 90% will say – no”). disagreement in Azerbaijanian focus groups Georgians think that that Armenians about whether Georgians respect Azerbaijanian marry someone from Georgians more often- cultures and traditions or not. Some participants than someone from Azerbaijan. Georgian boys mentioned that Georgians respect their consider it to be acceptable to marry someone traditions and costumes (for example, when both from Armenia and Azerbaijan. Georgian they are together, Georgians do not bring girls would prefer to marry Armenians rather wine/pork to the table). However, some than Azerbaijanians. participants also reminded that on some Azerbaijanians are more radical towards occasions, Georgians do not consider these this issue. Most of the girls find it unacceptable rules. to marry someone from different culture other than their own. Majority of the boys agree with
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this opinion, however some of them still find it Georgians think that Azerbaijanians should be acceptable to marry someone from Georgia. integrated in Georgian culture. Armenians, Azerbaijanians and Georgian Georgian students do not try to establish students all have the same opinion about the deep relationships with Armenians. Despite knowledge of Georgian language and culture: their historical similarities, Georgians do not they think that any ethnic group who lives in know Armenian culture well, however, they Georgia should know Georgian language and find it more acceptable to marry Armenians, culture well. Azerbaijanian and Armenian rather than Azerbaijanians. Georgians are less students noted that often Georgians are irritated demanding towards Armenians to be integrated when ethnic minorities speaker in their native in Georgian culture and to adjust to Georgian language and they demand to have a traditions. It can be said that Georgians admit conversation in Georgian. Azerbaijanian the individualism of Armenians, but they are students further emphasized that it would be strongly separated from them (“he/she is clever, good if Georgians learn their language and get but he/she is Armenian”). acquainted with Azerbaijanian culture, as in Azerbaijanian students see the both sides such a way they would show some respect. of Georgian character- positive and negative. Based on the research results it can be They are somehow offended that Georgians do concluded that attitudes of the representatives of not communicate with them a lot. They have a different ethnic groups are diverse and they strong desire to establish strong relationships largely depend on the previous experience of with Georgians. interaction. This experience influences the Azerbaijanian students do not want to social aims that those groups have in the given communicate with Armenians at all as they have context. Georgian students think about their a lot of stereotypes about them, probably own comfort, while Azerbaijanian and because of their hostile history. Armenian students aim at security and self- Armenian students blame Georgians for establishment. not letting them to integrate with the Georgian As a result of the presented analyses, the environment. For instance, according to following conclusions can be made: Armenians, it is impossible to find a good job if Georgian students are not interested in one does not change his/her surname. Azerbaijanian religion and culture, except such Armenians themselves do not let foreigners in situations when they have to live or study in the their own space as well, especially in their same environment and when the initiatives family. They refuse marriage with any ethnic come from Azerbaijanians. In general,
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groups rather their own, including with Azerbaijanian students Georgians. They tend to perceive their own cultural Armenian students refuse to communicate elements as absolute truth, especially with Azerbaijanians at all and they express fear their own religion. However they are and distrust towards them. Armenians have also loyal to other cultural and religious more positive attitudes towards “Georgian values. Azerbaijanians” and emphasize their positive They perceive their own costumes as traits, however, they still prefer to keep distance right, however they tend to avoid from them. perceiving them as universal. The research results are discussed through They know that it is natural to the concept of intercultural competency which collaborate with the members of one’s includes bipolar constructs of ethnocentrism own ethnic group and to provide help to and ethnorelativism. Ethnocentrism is defined them. Their hostility towards Armenians according to Brever and Campbell’s (1976) is obvious, even if it is not strongly above discussed criteria. Based on this analyses, emphasized. the following picture is revealed: Georgian students Armenian students Even though they are proud of their own They consider their own cultural cultural elements, they do not consider elements such as norms, roles and values cultural elements of other groups as (despite their criticism) as superior to unnatural or wrong. other cultural elements; They consider their own costumes and They consider their own costumes and traditions as unique, but not as universal. personal traits as almost universal; Georgian students do not reveal hostility They tend to give priority to towards Azerbaijanian and Armenian collaboration with the members of their ethnic groups, however they show no own group, as well as to provide help to interest towards the integration with them and to be proud of them. Also, these groups. Armenians tend to demonstrate distrust Armenian students show and sometimes even hostility towards ethnocentrism/ethnorelativism for all the three other ethnic groups. criteria/characteristic. Azerbaijanian students partially demonstrate ethnocentrism for only two criteria and they demonstrate ethnocentrism
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I.Gedevanishvili, M. Tsereteli, G. Toroshelidze, T. Popkhadze, I.Lominashvili, Intercultural competency # 4, 2014 and ethnocentrism in Georgian, Azerbaijanian and Armenian youth leaving in Georgia pp. 32-45
only towards Armenians for only the third group, is nothing but a permition to criteria. Georgian students do not reveal any other ethnic groups to exist next to tendencies of ethnocentrism, only for the second Georgians. criteria slight tendency of ethnocentrism is (2) Ethnocentric tendencies are clearly revealed. revealed in Armenian youth by such mechanisms as self-defence, praise their Based on the analyses of the qualitative own culture and regard other ethnic research, the following conclusions can be groups as enemies. However, it should made: be also noted that Armenian respondents (1) Georgian students do not clearly reveal tend to reveal ethnocentrism only ethnosentrism, only minor tendencies towards Azerbaijanians and as for can be observed. However, it should Georgians, they are more ethno relative. also be noted, that Georgian students do (3) Azerbaijanian students demonstrate not reveal ethno relative tendencies some level of ethnosentrism which either. In general, intercultural probably can be explained by the fact competencies in Georgians towards that they have different religion. They Azerbaijanian and Armenian people are also express tendencies of not defined and developed. It can be ethnorelativism only towards concluded, that tolerance, which is often Georgians. Azerbaijanian students are ascribed by Georgians to their own clearly ethnocentric towards Armenians.
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References:
Bennett, M. J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige (Ed.), Education for the intercultural experience. Yarmouth, ME: Intercultural Press. Bennett, M. J. (1998). Intercultural communication: A current perspective. In M.J.Bennett (Ed.), Basic concepts of intercultural communication: Selected readings. (pp. 1-34). Yarmouth, ME: Intercultural Press. Brewer, M. B., Campbell, D. T. Ethnocentrism and intergroup attitudes: East African evidence. N.Y., 1986. Kon, 1983 - Кон И.С. Этноцентризм //Философский энциклопедический словарь. М., 1983. С 812. [Kon I.C. Ethnocentrism// Philosophical Encyclopedic Dictionary. M., 1983. С 812.] Stefanenko, 2003 - Stefanenko T.G. Adapting to a new cultural environment// Ethno psychology 2003 C.324-251. Tabatadze, Natsvlishvili, 2008 - Tabatadze Sh., Natsvlishvili N. Intercultural Education, Teachers’ Professional Development Centre, Tbilisi, 2008.
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Merab Babukhadia, "Trialogue" System Efficiency in Second Language Teaching # 4, 2014 pp. 46-50
Merab Babukhadia
Ivane Javakhishvili Tbilisi State University
"Trialogue" System Efficiency in Second Language Teaching
Abstract
The article is the first attempt of an original method, studying a second language in a group – evidence of effectiveness and superiority of “the theory of trialogue”, in particular, compared with the method of teaching in the dialogue.
Keywords: the theory of trialogue second language speech learning theory; Original, methodological innovation.
In teaching Georgian as a second, foreign of working with the Azeri students have been language methods many textbooks have been predetermined it. written in recent years, which, frequently, It should be noted that a few decades ago conform to modern standards of the published readers and textbooks didn’t take contemporary Georgian language teaching and into consideration depth and precision of will move forward and made a solid basis for language mastering for foreign students needs. the methodology to further refinement and The main task of teaching a second development of the base form. However, in our language is to communicate, which actually view, substantial changes are necessary for the sets the learning process (Hu, huakhin, 2008). improvement of teaching methods, in This, in turn, means that the language actually particular in terms of the practical application needs to use oral and written communication of studying language. The practical use of the with the order. Our approach and the daily language is the key to the maximum lessons meant only real, living language concentration. During the years I worked with teaching. Real life contexts - living materials TSU students and, in particular, the experience and not artificial, fictional texts learning...
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Students always need to be reminded of the speech development. Therefore, the many this objective, which means that if you make issues that the theoretical and experimental the grammatical mistakes, but your research requires the use of assumptions, in understanding is possible, and you can particular, the relationship between speech understand what your interlocutor tells you, dialogue and monologue transfer of the course, consider that the objectives themselves have the selection of situations, which is the basis of been overwhelmed. But, if you can translate teaching in different stages; During the lecture, the whole text and grammar tests easily, but speaking establishing the speaking situation, you can’t even pronounce a sentence, then selecting material for dialogue. your learning had serious flaws. Make use of Theoretical and methodological research this challenge, one of the main types of work, of this article is to analyze the speech dialogue there must be a constant foreign language terms, speaking method of teaching to explain study - work with trialogues. the idea; Psycho-linguistic characteristics of Trialogue group classes allow full use of speech dialogue revealing; Methods and the speech, which is the maximum techniques of speech dialogue second involvement of students in an intense speech. language studies; Exercises and a methodical What does trialogue mean? Below we will recommendation package of dialogue speech. try and explain exactly determine, what is it This requires dialogue speech learning and what are the advantages of the dialogue process, evaluation and synthesis methods speech in comparison with trialogue. theoretical considerations. For modern Pedagogical Sciences one of The practical value is determined by use the most acute problem is effective use of of the second language teaching. dialogue language method. Teaching of Speech dialogue has many features. Here modern languages in the second stage of the is concentrated the speech samples, study can not provide unfettered speech expression, whole linguistic structures that are dialogue conversation. That is the reason for a used for monologue speech. more rational and efficient methods of analysis The study is essentially alive dialogue of the speech due, on the formation of skills relations simulator, which is the essence of real (Tyler, Ralph, 2008). At the same time, a conversation, with conversational cliché and second language learning process more constructed phrases. Only trialogue training interesting and fun to be provided to its be able to successfully use in practice. Despite abettors. in the scientific literature traditional personal The speech dialogue is not so long since division has a serious alternative - since E. established itself as an independent aspect of Benvenist from (Benvenist, 1974) till 47
Merab Babukhadia, "Trialogue" System Efficiency in Second Language Teaching # 4, 2014 pp. 46-50 nowadays and the subjects and objects are legion, and the all around in our Guide to mentioned as a initiator, executor, agence, "speak in English" (M. Babukhadia, 2014): patience and benefactive (T. Uturgaidze, I-II პირი) > მე მერაბი მქვია. შენ რა 2002), meanwhile in the learning process, they გქვია? – (პასუხი - I) მე მქვია ომარი > still remain traditional and resolutely subject (შეკითხვა - II) > შენ რა გქვია? (პასუხი I and objects. We should not be ignored in პირი) მე მქვია გიუნელი. (I-II Person)> I traditional grammar personal division. Merab name. What is your name? (Answer - I) Until now, the dialogue was and is My name is Omar> (Answer II) My name is considered (particularly fair enough) one of the Gunnel> (Question - II) What is it? > (Answer powerful means of communication through - II) her name is (she is called) Gunnel> language, where the third person is involved in (Answer - II) his name is (he is called) Omar sporadic and depends on the teacher's mood ... when he speaks. However, the actual speech The above scheme is not complete, but and motor speech reasoned with its rare use very defective. The third person ignore is the even turn into a serious obstacle. Followed by main source of speech defectiveness, a speech deepening inferiority complex is even fragmented introduction and claudicating. If more difficult to reverse and lies as the the information can not be fully accepted, it physiological barrier on the student. could be issued fully as well. To fill this gap, we need to study the Alongside trialogue speech allows interactive method supersede dialogue speech eliminated all the defect, which is (question-reply) method, where the third characterized by foreign students and usually person in the same ratio to the second person, easily be pulled out, which is given as a theory this is a solid basis convert the speech of the from the practice and not on the contrary, and gap - the third person speech practice very briefly and in a transparent manner. exclusion or the use of very low frequency. Grammatical boredom is represented as an This is proved by the speech dialogue, where attractive simple formula (although we think the other person is the frequency of use of the that it is not necessary there to give some motor speech within the first and second grammatical formulas): person. Accordingly, teaching dialogue For example: speech is speech dialogue plus a third My name is Omar - no, Omar-i ( i-is a person, the other person equals the specific nominative case mark in Georgian, which is weight. not find in Indo-European languages), This time a couple of practical examples would be enough that such examples are 48
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მე მ-ქვია, შენ გ-ქვია, მას ჰ-ქვია და არა ის ჰქვია. - I m called, you c-called, and m - not he, she, it is called. That is where we have g - him/his m, g, h or zero personal sign, there's going to h - or 0 have მას ,him, her, in subjective system – he, she, it - ის . სტუდენტი ვ-არ, შენ v - სტუდენტი ხ-არ, ის სტუდენტი არის - I'm 0 - he, she a student, you are a student, he, she, is a -s student. In short, the schematic, we would write: I repeat, this can only be made in case of students’ interest. Well, it is best to refrain მ - from formulas and schemes and increase the გ - him/his intensification of material supply, we get much ჰ - or 0 better results... Finally, the trialogue speech is the original theory and the innovation in speech group
studying. It establishment in correct speaking ვ- and its motorizing would be promote a big 0- he, she progress. It fills the gap and speech dialogue -ს gives you the chance to study the language fully mastering.
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References
Babukhadia, 2014 - Babukhadia, speak Georgian (Azerbaijani and Armenian students) A1 level, Tb. 2014. Benvenist, 1974 - Э. Бегнвенист. Общая лингвистика, М., 1974. huakhini, 2008 - Hu, huakhini, Xu, Huaxin. "My Personal Philosophy in Teaching English as a Second Language: Some Methods I Used in Teaching English to Chinese Freshmen in Xi 'a Foreign Language University." 2008. Tyler, 2008 - Tyler, Ralph, Tyler, Ralph W. "Nature of Learning Activities." Review of Educational Research. Vol. 1, No. 1, pp. 22-29. The Curriculum. Jan 1931. Jstor. 22Mar 2008. Uturgaidze, 2002 - Uturgaidze Tedo, grammatical categories and their Correlation in Georgian verb, Tb., 2002.
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Nataliia Lytovchenko Oles Honchar Dnipropetrovsk National University
Independent study as a way of developing multilingual competence of the students who major in Philology
Abstract The article deals with the theoretical basis for the implementation of the methodology of organizing independent study of the students of higher educational establishments (universities). It offers the action research examining the evidence of the peculiarities of the introduction of independent study in bachelor programmes of teacher education (the the teacher of the English language and literature, the specialist in multilingual education) the Faculty of the Foreign Philology and Fine Arts, Oles Honchar Dnipropetrovsk National University. The crucial role of independent study is justified by the didactic factors. The article shares experience of using independent study (self-study) to develop multilingual competence of the 1st-year students’ of the English Philology Department. The results of research are practical, relevant, contain theoretical information and can be used for the further study of the problem. Key words: multilingual education, independent work, competence, teaching method? action research
Introduction in education and practical activity. At present the independent study of Independent study (self-study), organized in the students of higher educational an appropriate way, plays an important role in establishments is an important didactic the development of the student’s autonomy. problem. Its solution will give us A lot of Ukrainian and foreign an opportunity to modernize the system of scholars (Yu. K. Babanskii, A. N. Leontiev, the modern specialist’s preparation. I. Ya. Lerner, N. F Talyzina) devoted their It is known that the level works to the investigation of the student’s of professional competence of the specialist is independent study. measured by his ability to acquire new The topicality of our article is knowledge independently and to use it determined by the fact that the level of 51
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the independent work completed is important The main research methodology is in the process of multilingual education. general provisions for independent work of The Object of the research is students; formation of speech competence, as the student’s independent study. well as psychological and pedagogical The subject of the research is foundations of students’ foreign language the methodology of the organization of competence. the student’s independent work in higher To reach these objectives, we used the educational establishments in the context of following methods: the theoretical analysis multilingual education. of the literature on psychology, education and The aim of the article is to justify methodology and regulations on the problems theoretically, to develop and to investigate of the study; modeling and design of experimentally the introduction of the methodology system of the student’s independent work of students in higher independent study in the English language. educational institutions. Besides, we used the empirical methods: The aim of the article determines its observation, questioning, testing, the study of main objectives: the university documentation, pedagogical - to analyze the scientific research of experiment; methods of qualitative and independent study of the students of higher quantitative analysis of the experimental data, educational institutions in the context the component analysis, the statistical of multilingual education; analysis of the experimental results and - to analyze the nature of the concept the methodology of their interpretation. of “independent-study (independent work, self-study)” and to define its role in the Theory organization of the educational process; The student’ independent study as a - to justify forms, types, and methods form of teaching in higher school. of the student’s independent work; The changes taking place in modern - to develop a system of exercises and society have led to a paradigm shift in tasks that can be effectively used during education. This fact requires modernization of independent work; higher education, development of new models - to examine the positive and negative of Ukrainian higher school, new state aspects of self-study using questionnaires, as educational standards. Thus, a modern model well as an experimental independent work. of training the student of higher school is
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being formed. This model contains entirely have to be manage the process of students’ new requirements for future specialist and during their independent study. Only self- answer the needs of the modern post- study and monitoring its implementation industrial society. promotes students’ independent thinking, At present the basis and the specific creative approach to solving educational and optimization of learning process and professional goals. educational activities is to change the content For these reasons, we believe that of the training and education of the student. proper organization of the student’s The main points characteristic for the change independent work is essential in solving the in our education are not knowledge, but problems of education. The level of the ability to receive it; not memory, but independent study determines whether thinking as a leading mental mechanism the students will be able to improve their involved in the learning process; not passive learning activities, or continue their self- diligence, but an active attitude to education in the future, or feel the need to the educational process; not understanding, engage in lifelong learning (Chornenkii, 2006, but critical self-directed participation in p. 8). achieving learning outcomes; not individual, A great number of research papers but group participation in solving problems have been devoted to the students’ and issues in educational activities, collective independent study (V. Biskup, self-responsibility; not learning in the usual Y. K. Babanskii, A. N. Leontiev, sense, but learning for personal, professional, I. Ya. Lerner, A. M. Matyushkin, and social growth (Chornenkii, 2006, p. 8). N. F. Talyzina, P. I. Pidkasystii, Formation of modern specialist in T. I. Shamova, G. I. Shchukin etc.). the modernization of higher school is Regulations on the organization of impossible without purposeful independent educational process in higher educational work. Today teaching process at the institution provide that the student’s university should be aimed at training independent work should occupy no more professionals who are able to apply this than 1/3 and not less than 2/3 of the total knowledge in practice and receive their own amount of time spent on studying a particular knowledge. Therefore, if we aim to improve discipline. This number of hours facilitates the quality of education, the student’s self- the development of cognitive activity, forms identity, the quality of training/teaching, we independence as a personality trait, the ability
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to solve modern production problems types of classes, specific feature of which is creatively, the ability to make decisions. It is the teacher’s absence during the time of the necessary at the present stage of radical student’s learning/training (as opposed to change in economic relations in the country, lectures, seminars and other activities with the dynamics of modern science and the teacher’s presence) (Kazakov 1990, technology, the growing role of the individual p. 5-6). in public life and work. Today students’ V.S. Yelagina notes that the university independent study have turned from self-study is multifunctional. Working a methodological problem into a public one independently, students learn meaningful (Chornenka, 2006, p. 10). learning material deeply and profoundly, A significant increase in the number of develop research skills and professional hours for students’ independent study requires activities, the ability to work with educational a new approach and its management, and scientific literature, the ability to make including its organization, security, control, responsible and constructive solutions in role and activities of the members of various critical situations (Yelagina, 2010, the learning process. p. 116) . The problem of organization of the The organization of the student’s student’s independent study is in the focus independent study is carried out with in higher school. To select the ways of its reference to the didactic principles that reflect development conferences and seminars are the direction of educational activities at the held in almost every higher educational university. Considering the principle as the institution (Kazakov, 1990, p. 5). leading idea, recommendations, directing the Before studying the problem, it is activities of the teacher and the student to necessary to give the definition of the term achieve these goals, we offer the following “independent study”. V. A. Kazakov defines system of principles that contribute to the “independent study (self-study) as follows: formation of students' skills of independent The student’s independent study is an active work. V. S. Yelagina classifies the principles cognitive creative activity of the student that as follows is inherent (at least, should be inherent) to any 1. The principle of unity of students’ kind of training sessions. In a narrower sense, instructional (classroom) and independent but the most common sense, the student’s (off-the-classroom) activities. The teaching in independent study is regarded as one of the the classroom must enforce the obligatory
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mandatory minimum of the independent work developed on the basis of interest in academic of all students and it has to be conducted work and theoretical knowledge. It is under the teacher’s supervision who can give reinforced by their own teaching experience, advice in an appropriate time. For successful acquired by future teachers in the teaching inplementation of the independent study practice at schools. the teacher develops methodological One of the ways and means guidelines and algorithms that ensure the of improving the professional interest of successful completion of tasks and aims to students is to solve educational problems at a develop students' independent study skills. high level of skill, fulfilling creative tasks, 2. The principle of individualization preparing reports, essays; setting and doing and differentiation, which allows to take into problem solving and situational tasks; account the cognitive capabilities, abilities students’ work on social and educational and interests of students. The implementation projects of practical orientation. of this principle involves the development of 4. The principle of consciousness and multi-level tasks, the need for which is creative activity of students. The explained by the fact that students have implementation of this principle in the different intellectual abilities. Multilevel task organization of the student’s independent should include a mandatory part that reflects work requires the student’s conscious learning the requirements of the standard of higher and techniques of mental activity, methods of education. Students who master a subject self-study in the process of active cognitive successfully and cope with the tasks quickly activity. should be offered individual tasks of high 5. The principle feasible complexity of complexity. Such students should be invited tasks for independent work and timing their to participate in research activities, working performance. This principle requires on different projects and consulting weaker compliance with the degree of difficulty students. of tasks, content and scope of independently 3. The principle of professional investigated material, the level of intellectual orientation that facilitates transferring of development of students, the results of students’ learning activities into professional their previous study (Yelagina, 2010, p. 117). teaching. The professional teaching The organization of independent study orientation is characterized by personal requires availability of teaching qualities of the teacher. It is formed and methodological documents, consultations of
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other teachers, teachers’ monitoring the definition logically consecutive methods of results of learning, skills acquisition, in solution. the possess of the student’s independent The examples of the independent work study. of this type include certain stages labs and Following the didactic aim we can workshops, the typical course projects, as differentiate four types of the independent well as specially prepared homework with the study. requirements of algorithmic nature. 1st type. Formation of students’ The peculiar feature of the works of this abilities to determine the external terms of group is that it is necessary to inform what is required of them, on the basis of their the idea, the principle of solution and algorithm and references to this activity to nominate students to the requirement contained in the statement of the problem. to develop this idea in principle or method The cognitive activity of students is (methods) with respect to these conditions. the recognition of objects in the field of 3rd type. Formation of students’ knowledge by repeated perceptions knowledge that is the basis of solving non- of the information about them or their action. typical tasks. Students’ cognitive activity Homework, work with the textbook, in solving such problems lies in the lecture notes are most often used as accumulation and display of the external independent work of this type. Common terms of new experience for them on the basis feature of the independent study of the first of previously learned formalized practices type is that all of the desired data, and the way (actions for known algorithm) by transferring of the task presentation must be done directly the knowledge, skills and abilities. The tasks in the task or in the relevant instructions. of this type suggest searching the formulation 2nd type. Formation of knowledge that and implementation of ideas of solution that allows to solve typical tasks. The cognitive always goes beyond previous formal activity of students is pure and partial experience and requires the student variation reconstruction of reproduction, transformation of the problem and educational information of the structure and content of educational acquired earlier, review them from a different information assimilated earlier, involving the angle. The independent study of the third type need for analysis of the description of the should require the analysis of unfamiliar object, different ways to complete the task, learning situations and generate new choosing the most correct one or consistent information subjectively. Course papers and
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projects are typical of this type of the learning a foreign language is the ability to independent study. use it as a means of communication. 4rd type. Providing conditions for The problem of linguistic competence creative work. Cognitive activity of is relevant and it is discussed by scientific the students in doing this work is in deep community. The theoretical discussions on penetration into the essence of the object, psychological content and a clear establishing new connections and differentiation of terms “linguistic relationships that are necessary to find new, competence”, “linguistic skills”, “speech previously unknown principles, ideas, competence”, “speech skills” demonstrate generate new information. This type of the relevance of this problem and emphasize independent study is done with the help of the the importance of the complex knowledge task of scientific research character, including about the language and principles of the course papers and projects. statements structure in the structure of speech organization of the subject. In many studies, Development of students’ multilingual these concepts are not differentiated, and even speech competence. taken as identical and interchangeable. As The problem of training of a future L. O. Kalmykova states, the issues teaching, a specialist in multilingual of language competence were not the subject education includes the concept of speech of special analysis n many of the authors. competence. It is now one of the leading basic In fact, they merged with issues of speech and characteristics of personality, one of the most language learning (Kalmykova, 2008, p. 183). important manifestations of his/her integrity These factors demonstrate the need to identify and self-sufficiency. the psychological content of speech and It is well known that learning foreign language competence. languages is an essential part of modern life. In our opinion, the main problem in Today there is a great demand for specialists the study of language/speech competence is with good knowledge of English. the fact that the concepts studied in One of the most difficult and psychology, linguistics, psycholinguistics, important problems in teaching methodology philosophy of language, linguistic didactics. is the development of students’ speech and Depending on the scientific paradigm and language competence. The main aim of specific problems of partial studies, the content of the concept differs to a great
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extend. Thus, the philosophy of language language does not specify the level of explains the notion of linguistic competence – language competence. The scholars note that “the man’s before-understanding of a necessary condition of the language skills the world" (J. Habermas, 1995), in terms of “appropriation” is their level of cognitive psychology it refers to the content of processing, which depends on cognitive cognitive competence - as the ability to competence (R. P.Milbrud, T. O. Pirozhenko), program statements. Yu. D. Apresian (1995) the logical literacy (K. L. Krutii). A child defines the ability to produce and perceive during his/her speech development takes speech statements as he elements of language possession of something larger than a specific mastering. And M. O. Orap refers the ability set of phrases and rules. It takes possession of to the language competence (Orap, 2009, knowledge that allows it to go beyond the p. 83). specific set of sentences known to her. The In our understanding “linguistic content of this knowledge is the ability of the competence” is achieving a certain level child to analyse phrases and sentences, their of the language orthographic, phonetic, synthesis, separation and synthesis of the lexical and grammatical aspects of essential features of each new phrases and the language and the ability to use language sentences with a new set of words (Orap, tools for building properly formulated 2009, p. 87). statements. Speech competence is formed in At foreign language lessons we should various types of speech activities which are strive for the students’ formation of all kinds carried out both in oral and written form. of speech, lexical and grammatical, listening, Language competence involves not speaking, reading and writing. To achieve only learning but also cognitive conditions for this, the teacher and his/her students need to learning. A precondition for mastering listen to authentic texts in different formats language skills is the presence of certain (with a common understanding of extracting common knowledge. The concept of internal specific information with full knowledge); representational structure is central to modern to read authentic texts professionally cognitive psychology (L M. Vekker, orientated, to translate texts of different W. Naysser, R. Solso, I. Hoffman). It suggests styles, abstracts, advertisements, articles the need to develop cognitive processes as a resumes writing, application dialogs based on precondition for the development of professional situations, fill out forms, write the language ability. Only knowledge of the essays; prepare for an interview to talk about
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themselves and their preferences, summarize Ukrainian and Russian. The only difference is and retell the text, create lexical database, in the level of knowledge of these languages. meet new vocabulary, translate articles At schools, students have the opportunity to perform grammar exercises etc. learn two or more foreign languages. Thus, Besides, we should offer students one could argue that the language of a variety of exercises that allow us to express education in Ukraine is a typical phenomenon our thoughts coherently and appropriately, of plurilingualism or multilingualism. As it is to make appropriate communicative defined in the Common European Framework expression in speech and writing, using of Reference for Languages, multilingualism necessary language means in accordance with is knowledge of a number of languages and the purpose and content of speech the coexistence of different languages within communication conditions. We must strive a single community. to make sense of language, develop analytical and creative skills both at the level of content The independent study occupies and the level of linguistic resources that are the most important place in the study of very closely related. The student has a speech foreign languages. Independent study/work is competence if he has an idea about the system the work done without the direct interference that is studied and can use this system in of the teacher. But the tasks are selected by practice. the teacher. Students do the tasks at The main goal of foreign language a specially provided time, and they teaching in higher educational institutions is consciously seek to achieve the goals, using to form the students’ communicative their efforts and expressing in some form competence, which is the basis for mental or physical result (or both together). It communication skills, formed on the basis of should be noted that independent work can be language skills. The development of an effective way of students’ attaining deep communicative competence depends on and strong knowledge and means of forming socio-cultural and sociolinguistic knowledge their activity. and skills that ensure individual entry in An important task of the teacher another society and contribute to its of higher educational institution is the right socialization in his/her new community. organization of independent study, providing Historically, virtually all inhabitants of our conditions of its successful course that country are bilinguals, they know both provides not only basic, scientific, but also
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appropriate pedagogical training, pedagogical vocabulary, to provide students with cross- skills to activate the cognitive power cultural information, to obtain skills to work of students in the learning process. off-the-classroom, to develop cognitive interest during the independent work. Methodology and Findings To solve this aim, we conducted The action research to explore and a survey of the first-year students of language pilot the principles of independent study has and literature who study the course been carried out at the Department of English “Philology (English)”. Philology, the Faculty of Ukrainian and The questionnaire included the Foreign Philology and the Fine Arts, Oles following questions: Honchar Dnipropetrovsk National University 1. What textbooks are used for foreign among the first-year students who major in language teaching? “Philology (English)”. 22 students were 2. What kinds of tasks are you offered selected. The action research was aimed at for self-study? getting an effective strategy to improve 3. Do you perform exercises for the involvement of independent work in the learning grammar material? training of English teachers, specialists in 4. Do you like doing exercises for multilingual education. learning lexical material? We conducted an experiment in the 5. Do you have any difficulties dealing form of a questionnaire. The aim of our study with authentic learning sources (books, texts, is to determine the advantages and audio recordings)? disadvantages of independent work 6. What are the difficulties of philological direction according to encountered during the execution of the questionnaire results of the students of independent work? philology. Besides, the aim of our experiment 7. What, in your opinion, are the is to identify efficient authentic textbooks disadvantages of self-study? used in the learning process, their role in 8. Where do you see the benefits of motivating students for further education and changing attitudes to work independently as organizing the independent work? uninteresting, but obligatory routine activities. 9. How did teachers test your In addition, our objectives are to develop independent work? skills of writing and speaking, recognition, 10. Are you satisfied with the activation and to enlarge students’ assessment of self-study?
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The main types of tasks were process; the amount of exercises and tasks is the following: tests, different grammar always too large and independent study is not exercises, essays and reports writing, always possible; difficulty to find rendering of articles, writing of essays, information; thorny subjects, a small number compositions, summaries, analysis of the texts of the right books and literature. read, making projects, preparation of answers The following comments are important for to questions (oral and written), learning teachers: “I do not understand the task vocabulary , oral themes and rules. to work independently”, “I do not understand The question “Do you like doing the requirements to the independent work” exercises for learning grammar material?” and a lot of comments of this kind. Therefore, was answered “No” by 8 students, “Yes” – developing and preparing tasks for by 9 and “Do not know” – by 5. independent study for the first-year students The next question was “Do you like teachers need to outline the requirements and doing exercises for learning lexical material?” tasks more clearly. The results were as follows: “No” – 12, “Yes” The seventh question about the – 7, “Do not know” - 3. limitations of independent work was Students explained that sometimes answered by half the respondents that there exercises and tasks for learning vocabulary were no limitations. But they outlined some require memorizing a large amounts of new problems in the organization of vocabulary. Sometimes students are not able the independent study. These are a large to learn the required number of lexical items amount of tasks; absence of explanation how in a set time. to perform the task; little time for independent The question “Do you have any work. As you can see, most of the problems difficulties dealing with authentic teaching are not in the organization of the independent materials (books, texts, audio recordings)?” work, but in students’ self organization who was responded “No” - by 11 students, “Yes” - cannot plan time for studying and by 5 and “Sometimes” - by 6. independent work. We consider that the The sixth question “What difficulties problems are connected with the adaptation of did you have during the execution of first-year students. independent work?” was answered by The students answered the next students’ as follows: the lack of time to fulfill question “Where do you see the benefits of the task due to the intensity of the learning organizing the independent work?”
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differently. Students identified some positive very attentive to grasp their meanings. aspects in such a form of learning as Sometimes it happens that even one single independent study. According to students, its word has a deep meaning that changes the main advantage is the possibility to get extra whole meaning of the sentence, and students points. Also, the students indicated that do not notice it. performing independent work, they get The last question “Are you satisfied accustomed to self-organization; develop their with the evaluation of independent work?” creative thinking and memory. Independent was answered positively by most respondents. study provides an opportunity to gain new Explaining their assessment, students reported skills or improve the acquired ones. that they were satisfied with their scores as Teachers control the independent their work was evaluated adequately. study in written and oral forms and with Thus, the results of the questionnaire the help of tests. of the students who study language and Recently, tests have become the literature show the following advantages in primary method of testing students’ the organization of the independent work of knowledge. On the one hand, the pedagogical philological direction: effectiveness of the test is that it allows you to - additional points; make control within a short time and quickly - the possibility to acquire new process the results. The test can cover all knowledge, develop habits and skills; sections of the curriculum, provide full testing - the fixation of the knowledge of students. On the other hand, we are losing received; the culture of language (written or oral) that is - opening of their own creative not checked by using tests. The problem capabilities; becomes especially urgent when we deal with - enriching professionally-oriented studying foreign languages. Most students do knowledge, abilities and skills. not think logically any longer, they cannot Students see the following express their thoughts etc. There is a lack of disadvantages in the independent study: validity because traditional testing allows to - too large amount of independent “dig” the student’s knowledge much deeper. work and a small amount of time allotted Students often indicate that the tests to perform it; sometimes confuse them. After all, when we - tasks for independent study are present several answers, the student should be formulated unclearly;
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- the tasks for independent work are students to the organization and management very complex; of the effective implementation of an active, - the lack of literature available. self-conscious and effective cognitive activity The results of the action research are that promotes the right kind of selected worthy of attention of foreign languages supervision. During the organization of teachers. The teachers require a complex the students ’independent work on the basis if approach, because the problems are connected the subject “the major foreign language not only with the organization of independent (English)” we must change the student’s role work of the language teachers, but also on in the learning process, turning him/her into the students’ ability to work with scientific an active subject, and the transition to literature, to distribute time for learning etc. a democratic style of educational After the questionnaire we conducted management, where the personality of the independent work, which included different teacher acts as a stimulus to the formation of types of exercises to check the level of the student’s interest in knowledge. students’ knowledge of the topic “Introducing Numerous works devoted to yourself”. Most tasks were to be completed in the problems of multilingualism and a written form. Students had only one week multilingual education indicate that the issue to fulfill the tasks. Independent study included of multilingual education is very important in the tasks on grammar, vocabulary and home today’s world. reading. The analysis of the theoretical After checking the works completed, literature on the issue of multilingual we can note the following results: “excellent” education, suggests that the importance - 8 students (34.4 %), “good” - 12 students of multilingual education as a means of (54.5 %), “satisfactory” - 2 students (9.1 %), obtaining specific professional knowledge “unsatisfactory” ( 0%). and as a component of deep language education is primarily determined by general Conclusions and Discussion global trend towards European integration in The organization of the students’ economic, cultural, and political independent work determines the results developments. In the field of education, this of the acquisition of knowledge, students’ trend makes the desire for integration of habits and skills and the level of the students’ subject knowledge, orientation of knowledge independence. The teacher’s actions direct to the holistic world view. Multilingual
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education provides students with the access perceive these languages as clearly defined to information in various subject areas, mental blocks, but they form communicative obtaining of new information according to competence, within which all language skills individual needs, access to lifelong learning, and experience are part of the language in which in its turn gives them more chances to which they intertwine and interact. Thus, the compete in the global and European markets. formation of multilingual competence should In training a specialist in multilingual take place in conjunction with their mother education the independent study of students tongue and other foreign languages. plays an important role, so in this paper we Multilingual competence allows us to investigate the effectiveness of independent consider it not only as an alternative way of work towards preparing first-year students learning, but also as a way to master who major in “Philology (English)” in Oles specialized knowledge, introduction to Honchar Dnipropetrovsk National University. the world culture and values of social and The action research was to conduct communicative abilities of the individual. a questionnaire to identify the main features Involvement of authentic sources will of the organization of the independent work. positively influence the better mastering of a With the help of the questionnaire we learned foreign language, and provide students with that not all aspects of self-study are positive. valuable information about the history and In general, students do well in independent traditions of the country, which we study. It work, but there are often difficulties caused will help to understand the modern lifestyle of by improper organization of both the teachers people, and therefore develop not only and the students themselves. The main multilingual but also intercultural disadvantages are the misallocation of time competence. for doing the tasks, excessive number of The activation of students’ tasks, as well as unclear formulation of independent will help them develop the objectives. creativity, observation, the logical thinking of A future teacher of several foreign students; instill a culture of mental and languages has to master multilingual physical labor, learn to work independently, communicative competence, which involves seek to achieve this goal; form professional his/her ability to use foreign and native future professionals while studying at languages alternatively in their everyday lives the university. It will help improve in their and careers. This means that students do not chosen profession continuously.
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The results of our action research can self-control; the variety of forms and methods be used during the educational process while of work. studying the discipline “The major foreign The value of multilingualism as language (English)” in higher school. These a social and cultural phenomenon of modern results will be effective under the following society is really remarkable. That is why, it is pedagogical conditions: constant increase in vital to continue to investigate the issue of students’ autonomy by including tasks of high implementation of techniques of independent complexity into the process of teaching; study, containing multilingual component, in the teacher’s control in appropriate time, the frame curriculum of in higher educational gradual training of the needs and skills of institutions.
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References
Apresyan, 1995 - Апресян, Ю. Д. Избранные труды. Том 2. Интегральное описание языка и системная лексикография. М.: Школа «Языки русской культуры», 1995. Babanski. 1987 - Бабанский, Ю. К. Интенсификация процесса обучения. М.: Знание, 1987. Elagina, 2010 - Елагина, В. С. и др. Самостоятельная работа студентов в педагогическом вузе / Современные наукоемкие технологии. № 10, 2010. Kalmikova, 2008 - Калмикова, Л. О. та ін. Психологія мовлення i психолінгвістика. К.: Переяслав-Хмельницький педагогічний інститут, в-во «Фенікс», 2008. Kozakov, 1990 - Козаков, В. А. Самостоятельная работа студентов и ее информационно- методическое обеспечение. – К.: Выща школа, 1990. Leontjev, 1975 - Леонтьев, А. Н. Деятельность, сознание, личность. М.: Политиздат, 1975. Lerner, 1981 - Лернер, І. Я. Дидактичні основи навчання. М.: Педагогіка, 1981. Orap, 2009 - Орап, М. О. Мовленнєва компетентність як структурний елемент мовленнєвої організації суб’єкта: теоретичний аналіз / Психолінгвістика: [зб. наук. праць ДВНЗ «Переяслав-Хмельницький державний педагогічний університет імені Григорія Сковороди». Переяслав-Хмельницький: ПП «СКД», 2009. Вип. 4.. Pidkasisti, 2006 - Підкасистий, І. Ф. та ін. Педагогічні технології. Харків: Колегіум, 2006. Talizgina, 1998 - Талызина, Н. Ф. (Педагогическая психология. М.: Издательский центр «Академия», 1998. Chornenki, I, 2006 - Чорненький Я. Я. та ін. Основи наукових досліджень. Організація самостійної та наукової роботи студента. К., ВД «Професіонал», 2006. Habermas, 1995 - Habermas, J. Theory of Communicative Action. Cambridge: Polity Press, vol. 1. 1995. Tokuhama-Espinosa, 2008 - Tokuhama-Espinosa, T. Living languages: multilingualism across the lifespan. Westport, Conn.: Praeger Publishers, 2008. Tucker, 1999 - Tucker, G. R. A global perspective on bilingualism and bilingual education / ERIC Digest (August). EDO-FL-99-04. Washington, DC: ERIC Clearinghouse, 1999. Wei, 2008 - Wei, L. And Moyer, G. Research Perspectives on bilingualism and multilingualism / The Blackwell Guide to Research Methods in Bilingualism and Multilingualism. – Malden. Oxford : Victoria, pp. 3–17. 2008.
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Aziz Mamedov
Tbilisi Ivane Javakhishvili State University
One Approach to the Assessment of Bilingual Education
Abstract.
It is formulated and tested a new approach to the estimation of bilingual education for
students, which is based on the fuzzy inferences method. For alternative estimation of
bilingual classes it is selected block of assessment criterions by which on the basis of
appropriate marks of observations it is made an assessment of an audience as a whole,
the individual student and the teacher.
Keywords: bilingual education, assessment criterion, fuzzy set, fuzzy conclusion
1. Introduction problems: how to provide the necessary
Bilingual education integrating a academic level of student's knowledge when substantial part of learning and natural he (she) studies on a second (non-native) language is, in a sense, a very “sensitive” and language and how to assess adequately the
“delicate” process. During its implementation level of acquirement in a particular subject and follow-up realization it is very important and its progress in mastering a second do not impair the current knowledge and the language? advancing progress of the student, his Under exist evaluation methods it is intellectual potential and innate abilities. almost impossible separately certify the
Therefore, from a methodological point of student on language and substantive view there are two obvious and fundamental components of learning. Herewith it is
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possible a misunderstanding, when the lack of Testing, which is currently used to lexical dictionary of student is interpreted for evaluate the bilingual education in pilot the benefit of his failure to fully understand of educational institutions, uses simplified the essence of the subject. Obviously, when statements in tests involving a unambiguous bilingual education would be wise to evaluate choice of answer on principle "YES – NO". the student by two specialists: for informal Unfortunately this method provides only an theory by teacher of a subject, and for approximate proposition of the true of language by the second language teacher. knowledge level of students, especially as in
However, this approach is still artificial, the process of testing it is an element of illogical and ultimately does not attract the chance, and thus do not provide full interest of the student. objectivity. Therefore, only the system of
Moreover, the parallel evaluation of a alternative estimation is able objectively to bilingual education is unacceptable and other assess the level of acquired language skills in very important (from methodological point of the context of learning the basic didactic view) position. In subjects where language material for a course. training is not important (for example, in As one of the alternative methods of mathematics) student easily solving the assessment of students in bilingual education problem, because of the lack of knowledge of it is proposed using a fuzzy inferences the language can not correctly interpret the mechanism, which is by far one of the best problem formulation, especially if it is not methods of multi-criteria evaluation of clearly formulated or presence of “new alternatives under uncertainty. Due to this words”. For example, improperly imprinted approach along with the usual numbers it is comma can radically change the essence of possible to involve nonmetrizable (or semi- the sentence. structured) data in computational process, that
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is very important for estimation the quality of options for self-conducted studies by bilingual education (Zadeh, 1976). teacher,
2. Problem formulation each of which detected the appropriate note of
Suppose that at a certain discipline it observation (see Tables 1, 2 and 3). Then on is bilingual class characterized by linguistic the basis of these criteria it is necessary to heterogeneity of the audience. For an create a method of alternate assessment based alternative assessment of this class let’s on the application of fuzzy logic inference choose a block of assessment criterions mechanism under inaccuracies and vagueness consisting following four parts (Aliev & of available information, and, thus, to obtain
Kazhe, 2005): the aggregated assessment of bilingual class.
assessment of the audience as a whole;
assessment of the student during the
integrated study;
assessment of the teacher;
Table 1. Assessment of the audience as a whole I part
Teacher’s name ______Date of observation ______
The number of students in the classroom ______Time of observation ______
Name of the observer ______Aggregated assessment ______
II part (activity at work in subgroups estimated by the 10-point scale)
Symbolic notation of Speak Work with Read, Watch, Do Wait for group working the material write listen nothing assistance a1
a2 …
an
III part (working besides subgroups according to the special task)
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Criterion Listen to the Be Wait for help Dream, act the goat, idle teacher engaged from the teacher The number of students
Table 2. Score of student working in the subgroups
Verbal action Expresses Requests that work Says as a "facilitating" Speaks during a joint Speaks during a
sentences (offers to together – in both actions, explain to others operation (talking joint operation cooperate) in both languages or only without their request – in about cooperation) – (speaking
ymbolic ymbolic
notation languages native language both languages or only in both languages or extraneous subject) S native language only native language in native language u1 u2 u3 u4 Actions or behavior Works Works Acts as Learns Waits for Oscillates Reads something, perhaps Idles,
alone with facilitating the (listens) help from between the is not related with a theme don’t others work the desire to do and of classes (usually in the wont to (performs outside search for help native language) work
ymbolic ymbolic
S notation most of it) u1 u2 u3 u4
Table 3. Evaluation of the teacher
## Activities Cases Total 1. Facilitates the task of the student 2. Makes a comment about the discipline (the student or the audience in whole) 3. Informs, instructs, defines 4. Asks questions on the subject 5. Promotes higher-order thinking 6 Identifies and insonifies the interdisciplinary connections 7. Provides additional information (materials) to a group or an student 8. Justifies the need for joint action 9. Improves the degree of competence 10. Indicates the need of variety of roles in the group 11. Explains why one person is unable to perform the entire task the proposed group
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Generally it is possible to present implicative 3. Multi-criteria Choice of Alternatives reasoning in the following type [4]: with Using the Rule of Fuzzy ei: if x1=Ã1i and x2=Ã2i and … xp=Ãpi, then Conclusion ~ S= Bi . (1) Let U is a set of alternatives (universal In particular, assuming that x is a linguistic set), and à is its fuzzy subset the accessory to variable named as “control quality”, and S is a which elements from U is defined by linguistic variable named as «sufficiency of corresponding values from [0, 1] of services», then in the notation of fuzzy membership function. Assume that fuzzy sets implicative rules equality (Eq. 1.2) can look, Ãj describe possible values (terms) of a for example, as: linguistic variable x. Then, the set of decisions If x LOW, then S SATISFACTORY; (alternatives) can be characterized by set of If x MORE THAN LOW, then S LESS THAN SATISFACTORY; If x HIGH, then S UNSATISFACTORY. criteria – values of linguistic variables x1, x2,
Let's indicate the intersection of sets …, xp. For example, the value of linguistic variable x1=“control quality” by the term x1=Ã1i∩x2=Ã2i∩…∩xp=Ãpi as x=Ãi. In a
“LOW”. discrete case operation of intersection of
Set of the linguistic variables (criteria) fuzzy sets is defined by a finding of a accepting similar values can characterize minimum of corresponding values of their representations about sufficiency of membership functions [6, 8], i.e. considered alternatives. Then, believing that ~ (v) min( ~ (u1), ~ (u2 ),..., ~ (up )) , Ai vV A1i A2i Api
S=SUFFICIENCY also as a linguistic variable (2) the typical fuzzy implicative rule can look where V=U1×U2×…×Up; ν=(u1,u2,…,up); like μ ~ (u j ) is the degree of accessory of element Aji
“If x1=LOW and x2=GOOD, then S=HIGH”. uj to fuzzy set Ãji. Then it is possible to
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present statements (Eq. 1.2) in more compact accordingly Ãi will be an fuzzy subset of base type: set W, and Ñi will be a fuzzy subset of an unit ei: if x=Ãi, then S=Ñi. (3) segment I=[0;1].
For the purpose of generalization of For realization of fuzzy logic rules it is the given statements we will denote base sets used various fuzzy implication operations (see
U and V in the form of set W. Then, Table 1.1) [2, 9].
Table 4: Fuzzy implication operations
No Fuzzy implication name Fuzzy implication operations
1. L. Zadeh Im (x, y) max(1 x,min(x, y))
2. Lukasiewicz Ia (x, y) min(1,1 x y)
3. Minimum (Mamdani) Ic (x, y) min(x, y) 4. Standard Star (Godel) 1, x y I g (x, y) y, x y
5. Kleene – Dienes Ib(x, y) max(1 x, y) 6. Gaines 1, x y I (x, y) y , x y x
In the accepted designations let us choose Lukasevich’s implication:
~ (w,i) min(1, 1 ~ (w) ~ (i)), (4) H wW A N
~ where H is a subset on W×I; wW and iI.
Similarly reasonings (rules) e1,e2,…,eq are ~ (w,i) min( ~ (w,i)), j 1,q. D wW H j transposed in corresponding fuzzy sets ~ ~ ~ (5) H1,H2 ,..., Hq . Thus, denoting their product as
~ ~ ~ ~ In this case conclusion about sufficiency of D H1 H2 ... Hq for each pair the alternative described by fuzzy set ÃW it (w,i)W×I we have: is possible to define by composite rule [9]:
~ ~ ~ G A D, (6)
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~ where G is a fuzzy subset of the unit segment As a result the point estimate of fuzzy set
I. Then as a result: (alternative) Ĉ can be obtained from equality:
max ~ (i) max(min ~ (w), ~ (w,i)). ~ 1 G wW A D F(C) M (C )d, α max 0 (7) (10) Comparison of alternatives is carried out on
where αmax is a maximal value on Ĉ. the basis of their point estimates. For this purpose at first for fuzzy subset ĈI these are 4. Estimation the group of students at defined α-level sets (α[0; 1]) in the form of bilingual education by fuzzy inferences
μC(i)≥α, iI}. Then, for each of them method׀Cα={i average values of corresponding elements As is known, today one of effective
M(Cα) are defined. methods of managerial technologies is
Generally for the set composed of n elements of artificial intelligence including elements we have: fuzzy logic and fuzzy processors, which well
proved in decision-making (Zadeh, 2001). In n i j M (C ) , iCα. (8) j1 n particular, application of methods of fuzzy
logic in the cognitive networks management
In particular, for Cα={a≤i≤b} allows to consider easily a set of parameters
M(Cα)=(a+b)/2. In case of for decision-making and doesn't demand
0≤a1≤b1≤a2≤b2≤…≤an≤bn≤1 and difficult mathematical calculations (Zadeh, n C {a j i bj} 1974). Moreover, the mathematical apparatus j1 of the fuzzy sets theory allows to operate
n a j b j equally easily both metrizable and (b j - a j ) j1 2 M (C ) . (9) α n nonmetrizable data (Zadeh, 1976). (b j - a j ) j1
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Rzayev (2013) presented in some So, suppose that in some academic detail the problem of point estimation of group of bilingual education during the alternatives under fuzziness of available classes in a particular general discipline a information. On the basis of the application of Methodist from the monitoring team this methodology let us obtain the estimation conducted their observations of the behavior of bilingual lesson from the point of view (activity) of students in subgroups and evaluation of the sub-groups in whole and ordered its estimates on a ten-point scale in students engaged in outside groups on special the type of Table 4. In this case the subgroups assignment. of students are alternatives that are denoted by
a1, a2, a3 and a4.
Table 4. Estimation the student activities in subgroups Groups Speak working Work with the Read, write Watch, listen Do nothing Wait for
(ESSENTIALLY) material (PRODUCTIVELY) (CAREFULLY) (FREQUENTLY) assistance
(INTENSIVELY) (PERMANENTLY)
a1 2 10 7 8 0 0
a2 5 8 6 10 0 2
a3 8 5 5 7 4 5
a4 10 3 2 5 7 8 their activity during classes is Then for numerical (point) estimation satisfactory”; the activity of subgroups in bilingual e2: “If in addition to the above observations education let’s choose as basis the following students all over the classes rarely idle and consistent reasoning: do not expect any help from the outside, e1: “If students working in the subgroups talk then their activity during the classes is in essence and at the same time work with more than satisfactory”; the didactic materials, and, if necessary, e3: “If in addition to the conditions specified look at teacher and listen to him, then in e2 students within the subgroups
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alternately read and write, then their the corresponding input linguistic variables xk
academic activity is perfect”; (k=1÷6) for multi-criteria evaluation of the e4: “If students working in the subgroups talk students activities in the academic subgroups.
in essence and at the same time work with The result of this estimation is one of the
the didactic materials, alternately read and values of the output linguistic variable
write and, if necessary, look at teacher and “academic activity” (Y).
listen to him, during the classes rarely So, based on the terms of designated
idle, but resort to the help of outside, then linguistic variables let’s reformulate the above
their academic activity is very reasoning in the form of following
satisfactory”; implication rules: e5: “If students working in the subgroups talk e1: “If X1=ESSENTIALLY and X2=INTENSIVELY
in essence and at the same time work with and X4=CAREFULLY, then
the didactic materials, read and write Y=SATISFACTORY”;
productively and do not always look at e2: “If X1=ESSENTIALLY and X2=INTENSIVELY
teacher and listen to him, and during the and X4=CAREFULLY and X5=RARELY and
classes rarely idle, but often resort to the X6=NOT PERMANENTLY, then Y=MORE
help of outside, then their activity during THAN SATISFACTORY”;
classes is satisfactory”; e3: “If X1=ESSENTIALLY and X2=INTENSIVELY e6: “If students within the subgroups do not and X3=PRODUCTIVELY and
work with the didactic materials, do not X4=CAREFULLY и X5=RARELY and X6=NOT
look at teacher and listen to him and do PERMANENTLY, then Y=PERFECT”;
not idle, then their academic activity is e4: “If X1=ESSENTIALLY and X2=INTENSIVELY
unsatisfactory”. and X3=PRODUCTIVELY and
In formulating these arguments were X4=CAREFULLY и X5=RARELY and used six criteria, which used as the values of
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~ X6=PERMANENTLY, then Y=VERY . MS =MORE THAN SATISFACTORY as:
SATISFACTORY”; ~ μMS (x) x, xJ; e5: “If X1=ESSENTIALLY and X2=INTENSIVELY ~ 1, x 1, PERFECT ~ . P = as: μP (x) xJ; and X3=PRODUCTIVELY and X4=NOT 0, x 1,
CAREFULLY and X5=RARELY and ~ . VS =VERY SATISFACTORY as:
X6=PERMANENTLY, then 2 ~ μVS (x) x , xJ; Y=SATISFACTORY”; ~ . US =UNSATISFACTORY as: μ ~ (x) 1 x, e6: “If X2=NOT INTENSIVELY and X4=NOT US
CAREFULLY О and X5=OFTEN, then xJ.
Y=UNSATISFACTORY”. Fuzzification of terms from the left
As the universe for fuzzy subsets parts of the rules adopted by using Gaussian which describe the values of the output membership functions
2 2 linguistic variable Y let’s choose a discrete set μ(u) exp (u 10) / σk (k=16) (see Fig.
J={0, 0.1, 0.2, ..., 1}, and as membership 1), which reduce the fuzzy sets on the support functions which reduce these fuzzy sets let’s vector (a1, a2, a3, a4), and values for the k are choose the following functions (Rzayev, selected on the basis of the importance degree
2013): of the criterion of bilingual education quality. ~ SATISFACTORY ~ . S = as: μS (x) x, xJ;
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1,0
0,9
0,8
0,7
0,6
0,5
0,4
0,3
0,2
0,1
0,0 0,0 0,8 1,6 2,4 3,2 4,0 4,8 5,6 6,4 7,2 8,0 8,8 9,6
Figure 1. Gaussian membership function
Thus, the estimation criteria of PERMANENTLY (wait for assistance from bilingual education in the academic subgroups outside) let’s define by the following fuzzy sets: ~ 0.1299 0.2709 0.6004 0.9216 F . a1 a2 a3 a4 ESSENTIALLY (speak working) Then, using these formalisms let’s ~ 0.0183 0.2096 0.7788 1 A ; a1 a2 a3 a4 formulate fuzzy rules as: ~ ~ ~ INTENSIVELY (work with the material) e1: «If X1= A and X2= B and X4= D , then
~ 1 0.6412 0.0622 0.0043 ~ B ; Y= S ; a1 a2 a3 a4 ~ ~ e2: «If X1= and X2= B and X4= D and PRODUCTIVELY (read, write) ~ ~ ~ X5= E and X6= F , then Y= MS »; ~ 0.3679 0.1690 0.0622 0.0008 C ; a a a a ~ ~ 1 2 3 4 e3: «If X1= and X2= B and X3=C and
CAREFULLY (watch, listen) ~ X4= and X5= and X6= , then Y= P »; ~ 0.8521 1 0.6977 0.3679 ~ D ; e4: «If X1= A and X2= and X3= and a1 a2 a3 a4 ~ X4= and X5= and X6=F , then FREQUENTLY (do nothing) ~ Y=VS »; ~ 0.0622 0.0622 0.3679 0.7788 E ; a1 a2 a3 a4
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~ ~ ~ e5: «If X1= A and X2= B and X3=C and e : μ ~ (a) minμ ~ (a), μ ~ (a), μ ~ (a),1 μ ~ (a), μ ~ (a),1 μ ~ (a), 5 M5 A B C D E F
~ ~ ~ X4= D and X5= E and X6= F , then ~ 0.0183 0 0.0622 0.0008 ~ M 5 ; Y= S »; a1 a2 a3 a4 ~ ~ ~ e6: «If X2= B and X4= D and X5= E , then e : μ ~ (a) min1 μ ~ (a),1 μ ~ (a),1 μ ~ (a), 6 M6 B D E ~ Y=US ». ~ 0 0 0.3023 0.2212 Further, for the left parts of these rules M 6 a1 a2 a3 a4 let’s compute the membership function As a result, the rules can be written in
μ ~ (u) (i=16). In particular, we have: Mi a more compact form:
~ ~ ~ ~ ~ ~ e1 : μM (a) minμ A (a), μB (a), μD (a), 1 e1: «If X= M 1 , then Y= S »;
~ 0.0183 0.2096 0.0622 0.0043 ~ ~ e2: «If X= M , then Y= MS »; M 1 2 a1 a2 a3 a4 ; ~ ~ e3: «If X= M 3 , then Y= P »;
~ ~ ~ ~ ~ ~ e2 : μM (a) minμ A (a), μB (a), μD (a), μE (a), μF (a),, ~ ~ 2 e4: «If X= M , then Y=VS »; 4 ~ ~ e : «If X= M , then Y= S »; ~ 0.0183 0.0622 0.0622 0.0043 5 5 M 2 a1 a2 a3 a4 ~ ~ ; e6: «If X= M 6 , then Y=US ». e : μ ~ (a) minμ ~ (a), μ ~ (a), μ ~ (a), μ ~ (a), μ ~ (a), μ ~ (a),To convert these rules we use the 3 M3 A B C D E F ~ 0.018 0.062 0.062 0.0008 Lukasiewicz’s implication (Rzayev, 2013). M 3 ; a1 a2 a3 a4 Then, for each pair (u,j)U×Y on U×Y one e : μ ~ (a) minμ ~ (a), μ ~ (a), μ ~ (a), μ ~ (a), μ ~ (a),1 μ ~ (a), 4 M 4 A B C D E F can obtain the following fuzzy relations
~ 0.0183 0.0622 0.0622 0.0008 M 4 a1 a2 a3 a4 ;
:
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As a result of the intersection of relations R1, R2, …, R6 one can obtain overall functional solution:
To find the point estimates of ak (k=1÷4) let’s apply the rule of composite bilingual education in the academic subgroups reference in the fuzzy environment:
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~ ~ ~ for 0<α<0.9817: Δα=0.9817, Ek Gk R , where Ek is the fuzzy
~ E1α={0;0.1;0.2;0.3;0.4;0.5;0.6;0.7;0.8;0.9; interpretation of the assessment, Gk is the 1}, M(E1α)=0.50; mapping of k-th estimation in the form of a for 0.9817<α<1: Δα=0.0183, E1α={1}, fuzzy subset on U. Then, according to Rzayev M(E1α)=1.
(2013), we have: Further, using the formula
αmax μ ~ ( j) maxmin(μ ~ (a), μR (a)), ~ 1 Ek u Gk F(C) M (C )dα (Rzayev, 2013) one α αmax 0
0, a ak ; where μ ~ (a) It follows that Gk can find a point estimation of sufficiency of 1, a ak . bilingual education in the first subgroup: ~ μ ~ ( j) μ (a , j), i.e. Ek is a k-th row of Ek R k ~ F(E1 ) 0.5092 . the matrix R. By similar computations one can find
Now one can apply the above the point estimates of bilingual classes for procedure to obtain the point estimation of ~ other subgroups: for a2 – F(E2 ) 0.5408 ; for bilingual education in subgroups. So, for the ~ a3 – F(E3 ) 0.4776 ; for a4 – first subgroup a1 we have estimation in the ~ F(E4 ) 0.4821. The best in the bilingual form of following fuzzy set: classes is a2, which corresponds to the highest ~ 0.9817 0.9817 0.9817 0.9817 0.9817 0.9817 0.9817 0.9817 0.9817 E point estimate of 0.5408. Next: a1 0.5092; 1 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9817 1 a40.4821; a30.4776. . 0.9 1.0 Now let us consider and evaluate observations another Methodist, who during Calculating its level sets Ejα and the bilingual classes fixes: how did work corresponding cardinal number M(Ejα) students which have a special assignment? n i according to the formula: M (C ) j , α His observations are summarized in the j1 n following table. iCα., we have:
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Table 5. Estimation the work of students having a special assignment
Criterion Listen to teacher Busy Wait for help of the Dream, act the goat, idle teacher The number of 6 of 10 8 of 10 7 of 10 2 of 10 student resort to the help of teacher permanently, To assess the designated category of and the number of inactive is a small, then students in bilingual classes let’s use the the quality of bilingual lessons is more following trivial, but the consistent and than satisfactory”; objective statements: e4: “If all students listens to teacher, the total e1: “If during the bilingual classes the number number of busies is maximal, the students of students listens to teacher is a small, the wait and resort to the help of teacher only total number of busies is low, many wait in exceptional case, and inactive students and resort to the help of teacher is absent, then the quality of bilingual permanently, and the number of inactive lessons is perfect”; is significant, then the quality of bilingual e5: “If the number of students listens to lessons is unsatisfactory”; teacher is majority, the total number of e2: “If the number of students listens to busies is more than half, some wait and teacher is a half, the total number of resort to the help of teacher sufficiently busies is more than half, not many wait frequently, and inactive students is absent, and resort to the help of teacher, and the then the quality of bilingual lessons is number of inactive is a small, then the very satisfactory”; quality of bilingual lessons is e6: “If the number of students listens to satisfactory”; teacher is majority, the total number of e3: “If the number of students listens to busies is a half, some of students wait and teacher is majority, the total number of resort to the help of teacher sufficiently busies is majority, only some wait and frequently, and the number of inactive is a
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small, then the quality of bilingual lessons MORE THAN SATISFACTORY,
is satisfactory”. UNSATISFACTORY,
Taking these statements as a verbal PERFECT, estimation model of students learning in the VERY SATISFACTORY, individual program, as input characteristics one can rewrite the above mentioned we assume the terms of appropriate linguistic statements (verbal model) as following variables. For example, implicative rules:
SMALL, HALF, MAJORITY, ALL are terms of e1: “If X1=SMALL and X2=LOW and X3=MANY
linguistic variable “the number of students and X4=SIGNIFICANT, then
listens to teacher” (X1); Y=UNSATISFACTORY”;
LOW, HALF, MAJORITY, MAXIMAL are terms e2: “If X1=HALF and X2=MAJORITY and
of linguistic variable “the number of X3=NOT MANY and X4=SMALL, then
busies” (X2); Y=SATISFACTORY”;
MANY, NOT MANY, SOME, IN EXCEPTIONAL e3: “If X1=MAJORITY and X2=MAXIMAL and
CASE are terms of linguistic variable X3=SOME and X4=SMALL, then Y=MORE
“waiting and resorting to the help of THAN SATISFACTORY”;
teacher” (X3); e4: “If X1=ALL and X2=MAXIMAL and X3=IN
SIGNIFICANT, SMALL, ABSENT are terms of EXCEPTIONAL CASE and X4=ABSENT, then
linguistic variable “the number of Y=PERFECT”;
inactive” (X4). e5: “If X1=MAJORITY and X2=MAJORITY and
Considering the linguistic variable X3=SOME and X4=ABSENT, then Y=VERY
“quality of bilingual lessons” (Y) as output SATISFACTORY”; characteristics of model, possessing the value e6: “If X1=MAJORITY and X2=HALF and
(terms): X3=SOME and X4=SMALL, then
SATISFACTORY, Y=SATISFACTORY”.
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These rules have been realized in the was obtained the numerical estimation (0.483) notation of MATLAB\Fuzzy Inferences of bilingual lesson from the point of view of
Systems (Fig. 2). For the fixed observation busies outside the subgroups in accordance
(Table 5) on the scale of the interval [0,1] it with a special program.
Figure 2. Estimation of bilingual lesson in the notation of MATLAB\Fuzzy Inferences Systems
basis of correspondent marks of observations Result made assessment of audience as a whole. Currently bilingual education is very According to the results of bilingual classes it actual problem in the countries, where a large is possible to obtain estimates of students number of migrants, for example, in USA and (individually) and teacher by alternative EU. Proposed paper formulates and tests a computations. new approach to the assessment of bilingual It is quite obvious that the system of education, which is based on the fuzzy bilingual education should be flexible, i.e. it inferences method. For an alternative must develop continuously by introduction assessment of bilingual classes it is selected the control system of the quality of student block of evaluation criteria by which on the
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learning. This paper proposes a new approach teacher. This approach allows to adapt the for estimating the bilingual classes based on verbal model to different conditions and, most the application of fuzzy inference mechanism importantly, to use of the existing to estimate the audience as a whole, concrete instructional lines in the field of bilingual student during the integral classes and a education.
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