( )

.
28/06/2011

eqstensiuri kiTxvis danergvis etapebi

1.
2.
3.
4.

kiTxvis ganmaviTrebeli programebis Seswavla

eqstensiuri kiTxvis meTodikis SemuSaveba
eqstensiuri kiTxvis meTodikis danergva/eqsperimentuli swavleba
Sedegebis analizi

Fig. 1

Fig. 2


Schrhbuker (2008, p. 2)

i+1

i1

100%

100%

, ,

, .

eqstensiuri kiTxvis programa kiTxvis ganmaviTarebeli programaa.

eqstensiuri kiTxva aris mkiTxvelis mier misi enis kompetenciis Sesabamisi, didi
moculobis wasakiTxi masalis kiTxva.
eqstensiuri kiTxva sasiamovno procesia.

Greaney & Hegarty (1987)

Fifth grade students; Ireland

Positive correlation between amount of time

reading books and reading comprehension

Elley & Mangubhai (1983)

Primary; Fiji

Reading comprehension, English grammar,

vocabulary, listening comprehension, written
composition

Janopoulos (1986)

University, USA

Writing proficiency

Pitts et al. (1989)

Adults; USA

vocabulary

Lightbown (1988-1992)

Reading, listening, vocabulary, speaking

Rob & Susser (1989)

University, Japan

Reading proficiency and positive affect

Hafiz & Tudor (1990)

Primary, Pakistan

Vocabulary base and writing

Elley (1991)

Primary, Singapore

Proficiency and positive affect

reading outside of class outstanding
predictor on TOEFL performance

Gradman &Hanania (1991)

Lai (1993a; 1993b)

Secondary, Hong-Kong

Reading proficiency and vocabulary

Cho & Krashen (1994)

Adults, USA

Reading proficiency, vocabulary, positive

affect, and oral skills

Rodrigo (1995)

University, USA

Positive affect

Mason & Krashen (1997)

University, Japan

Reading proficiency, positive affect and writing

Elley (2000)
Tanaka & Stapleton (2007)

Reading comprehension
High school, Japan

Positive attitude

(2000)

,
:

.

1) ra tipis kiTxvis ganmaviTarebeli programebi arsebobs dResdReobiT saqarTvelos

umaRlesi saswavleblebis ucxouri enebis fakultetebze?

2) ra msgavseba da gansxvavebaa am programebsa da eqstensiuri kiTxvis programis Soris?

kiTxvis ganmaviTarebeli programebis kvleva ucxouri enebis fakultetebze

Mmocemuli kvleva Catarada saqarTvelos 7 msxvil universitetSi. (Tbilisi 3 universiteti,
baTumi - 1, gori -1, Telavi - 1, quTaisi - 1) 2010 wels.
kiTxvebi gamiznuli iyo Semdegi sakiTxebis gamosavlenad:
programis profili
wasakiTxi masala programaSi da masTan dakavSirebuli aspeqtebi
programis gavlis Semdeg miRebuli sargebeli

kvlevis Sedegebi
programebis dasaxeleba gansxvavebulia da ar asaxvas eqstensiuri kiTxvis
bunebas.

programis xangrZlivoba gansxvavebulia universitetebSi.

am programebSi maswavleblis roli dominanturia

wasakiTxi masala scdeba SemswavlelTa enobriv kompetencias

maswavleblebis CamonaTvalSi aqcenti ar aris gadatanili kiTxvis ganviTarebasa

da kiTxvis Cvevis Camoyalibebaze.



-
40
(, , ,
),
(1998- 2009).

2)
?
2-3 .
4-9 .
10-20 .
20 .

3) ?

5.2 %

5.2 %
43.1%

17.2%

10.3%

19.0%

4) ?

4.3 % 2.9 % 7.1 %

12.9 %
14.3 %

4.3 %

20.0 %

18.6 %
15.7 %

92.5% ,



1998 2009
.
2006
.


.

.

.

farTodaa aRiarebuli eqstensiuri kiTxvis swavlebis praqtikuli principebi

(Richard Day and Julian Bamford , 2004)

1.
2.
3.
4.
5.

advili wasakiTxi masala

wasakiTxi masalis nairsaxeoba
Semswavlelebi Tavad irCeven wasakiTx masalas
Semswavelelebi, rac SeiZleba mets kiTxuloben
kiTxvis mizania informaciis miReba, siamovnebis gancda da wakiTxulis
zogadi gageba

6.
7.
8.
9.

kiTxva Tavad jildoa

kiTxvis siCqare gacilebiT swrafia
kiTxva individualuria da Cumi
maswavlebeli Tavad kiTxvis magaliTs aZlevs Semswavlels

1.

Author, title of the book:

2.

Indicate the amount of pages in

the book:

3.

Hours spent on reading:

4.
Give the information about the
characters in the book:
1.

What I have learnt from the book:

2.

New words and word

combinations:

1.

2.

3.

4.

5.

6.

7.

3.
Rate the book:
a) boring
b) ok
c) good
d) very
good
8.
Write the summary of the book

) )

9.

9.
:

Mark the difficulty of the reading

material
a) It was easy b) It was challenging

) )
8.

) )


A B -
( ) 46
C -
55

15

A B

(
)

( )

,

,
,

4-5 (
10-15 )

50-80

A



-
-
,
.

II

Mean - - .

.

250- 1050
.
,


,
.

B

380- 890
.

.
147%, - 75%-.
,


.

C
C (A, B
)



.

,
.

/
,


.

.

,
,
.

/:

- ,

,
.



- .

,
.