Linguistic and Communicative Competence: Coping with the Typical Errors of Georgian Learners of English

Abstract

This paper attempts to provide certain advice for Georgian teachers of English who aim to develop both the linguistic and communicative competences of their students. Hence, the paper focuses on the challenges related to the development of linguistic competence, embracing vocabulary and grammar issues. In this regard, typical errors of Georgian learners of English are analysed. Hints are provided as to what issues should be addressed with the aim of avoiding native language interference. The theoretical basis for the given research embraces scientific works by R. Lado, C. Fries, C. Prator, G. Leech and other scholars. The use of the contrastive method has enabled the author to identify the basic semantic and structural differences between the native and the target languages (in this case, Georgian and English). The empirical material has been collected and analysed during twenty years of teaching experience at the English Department of Tbilisi State University.

It is widely known that, apart from linguistic competence, the aim of every teacher is to develop the students’ communicative competence. The latter embraces social knowledge about how and when to use utterances appropriately. Therefore, this paper also dwells on politeness rules and norms of speech etiquette as certain utterances that are quite acceptable for Georgian culture, in interactions with foreigners may turn into face-threatening acts. Thus, based on the author’s previous research (a monograph and numerous papers published in various linguistic journals), the paper provides certain hints on how to equip Georgian students with the knowledge of politeness rules, appropriate forms of address, tabooed words and expressions, proper understanding of the illocutionary force of indirect speech-acts, phatic communication and other culture-related language factors.

A focus on the errors frequently made by Georgian learners of English has proved the necessity for the publication and use of textbooks compiled by Georgian authors. Such manuals should contain special notes and exercises with the emphasis on the structural and pragmatic aspects related to typical errors of Georgian learners of English.

The findings of the given research might be of interest for Georgian teachers of English who aim to provide their students with the necessary linguistic and communicative skills in the target language.