The issue of “false friends” in terms of learning a foreign language (Using the example of Georgian and English languages)

Abstract

As is generally known, “false friends” are words, which coincide formally or phonetically in the learner’s native and target languages, but carry different (or partially different) meanings. Generally, the “false friends” phenomenon is studied in the context of translation theory and practice, as well as the language in the context of teaching linguistic or contrastive linguistics.

Vocabulary is an important part of the learning process of a language. Teachers and learners face many obstacles regarding the learning of vocabulary during the learning and teaching process. One of the most important problems is exactly the issue of the so-called “false friends”. Putting lexical units to the wrong use can lead to a learner’s confusion or to a misinterpretation of the text. This issue is under-examined and unexplored in Georgian scientific literature and needs proper attention.

The aim of this paper is:

1. Identify such words on the basis of the data of Georgian and English languages and create the best possible basis for such words. These words are collected into relevant groups (complete distinction, partial distinction, parts of speech, etc.) and are presented in their relevant examples with analysis.

We have such lexical units in Georgian and in English:

ინტელიგენტი - intelligent. In Georgian, this word means polite, well-mannered, sophisticated human, whereas in English it conveys a different meaning, clever.

ორიგინალური (peculiar, special) - original (present or existing from the beginning; first or earliest. created personally by a particular artist, writer, musician, etc.; not a copy).

ბრილიანტი (valuable, precious stone, multifaceted carved diamond, used in jewelry) - brilliant (exceptionally clever or talented. of light or colour, very bright.).

2. Another purpose of this article is to present activities that will help both the teacher and the student to overcome these difficulties. First of all, various lexical exercises, samples of which will be represented in the paper. 2. Vocabulary games 2. Translation. 4. Visualization. 5. Contextual and situational activities (using video and audio materials). 6. Corpus method aAccording to the data of both Georgian and English). 6. Tables and infographics.

The pilot lesson held for 5 students enabled us to identify the positive and negative aspects of the above-mentioned activities.

This paper has a practical value, and the results will be useful for language learners and  teachers as well as translators in their field.