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Meaning, Form, Pronunciation and Appropriacy (MFPA) of lexis is a tool based on which it can form vocabulary skills. There is every reason to consider the problem of developing the vocabulary skills based on the MFPA of lexis as unresolved and requiring detailed research, which determined the relevance of this work and the choice of the research topic. The work aims to develop a scientifically grounded and experimentally tested methodology for forming students' vocabulary based on the MFPA of lexis. The hypothesis of the study is the assumption that the formation of students' vocabulary based on the MFPA of lexis will be successful if it is carried out based on the development and implementation of such a methodological system, which takes into account the methodological conditions necessary for the successful formation of students' vocabulary based on the MFPA of lexis (1) formation of students by the time of learning foreign language communicative competence; (2) use in teaching tasks (a) to determine the meaning of words, (b) to study pronunciation, (c) to identify differences between words that are close in meaning, (d) to differentiate words that are similar in spelling; (3) following an explicit learning algorithm with separate stages and steps. To test the validity of the hypothesis, the following research methods were used in work: analysis and generalization of research results; modeling of the pedagogical process of forming the vocabulary skills based on the MFPA of lexis and experimental learning.

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

Çalışmada Gürcistan'da öğretmenler tarafından devlet okullarında Gürcistan kalite standartlarına uygun olarak dil öğretiminde kullanılan çeşitli yöntem ve gerek çocuklar, gerekse eğitmenler için gelişmiş performans sağlayan çeşitli stratejiler incelenmiştir. Yapılan araştırmada Gürcistan’ın devlet okullarında öğretmenlik yaparken öğretmenlerin farklı yöntem ve stratejiler kullanıldığı tespit edilmiştir. Çalışma esnasında çeşitli devlet okullarında veri toplama yöntemi olarak anket ve mülakatlar kullanılmıştır. Toplanan verilerden, eğitmenlerin ekseriyeti tarafından görevlerini yerine getirirken hibrit eğitim yöntemi ve teknolojik faktörlerin bir strateji olarak dâhil edilerek kullanıldığı ortaya çıkmıştır.Bilindiği gibi geçen yüzyıl boyunca, geleneksel öğretim yöntemleri önemli değişikliklere uğradı. Bu süreç Gürcistan eğitim sistemine de yansıdı. Araştırmamıza göre Gürcistan'da öğretmenlerin bir kısmı, birinci sınıftan yedinci sınıfa kadar dil öğretimi için daha yüksek standartlara uygun eğitim sistemleri üzerine odaklanmıştır. Eğitim yetkilileri tarafından belirlenen standartları karşılamak üzere Gürcistan kalite standartlarına uygun olarak çeşitli öğretim yöntemleri ve stratejileri kullanılmıştır. Anlaşıldığı kadarıyla eğitmenlerin dil bilgisini öğrencilere ulaştırma modlarında farklılık görülmektedir. Çalışmanın sonuçlarına göre, sınıflarda çoğu öğretmen tarafından hibrit yöntemin kullanıldığı belli olmuştur. Böylece öğrencilere bireysel olarak temel ihtiyaçlar sunulmuş ve ilaveten isteğe bağlı olarak bu yöntem çeşitli öğrenciler için uygulanmıştır. Bunun dışında, teknolojinin gelişmesi sayesinde, çoğu öğretmen tarafından tüm sınıflarda etkili bir öğrenme stratejisi olarak teknolojik yaklaşımların dikkate alınması önerilmiştir. Ayrıca, çalışmada evde okumaya daha fazla zaman ayırmakla birlikte engelli öğrencilerin eğitimine odaklanması önerilmiştir., В ходе исследования изучались различные стили преподавания языка, используемые учителями в Грузии в государственных школах. Точно так же в исследовании рассматриваются различные стратегии, которые обеспечивают улучшение успеваемости как детей, так и инструкторов, и они предоставляют свои услуги в соответствии с требованиями стандартов качества Грузии. Исследование показывает, что учителя используют различные стили и стратегии при обучении в государственных школах страны. Тем не менее, исследование использовало вопросники и интервью в качестве методов сбора данных в различных отдельных государственных школах. Собранные данные показывают, что большинство инструкторов используют гибридный метод обучения и включение технологических факторов в качестве стратегии при выполнении своих мандатов.Различные преподаватели в Грузии концентрируют свое внимание на предоставлении качественных образовательных систем в большей степени на преподавании языков с первого по седьмой классы. Для этого они используют различные методы и стратегии обучения, чтобы соответствовать стандартам, установленным органами образования, такими как стандарты качества Грузии. Результаты исследования объясняют, что большинство учителей, преподающих в этих классах, используют гибридный метод, таким образом предлагая отдельным учащимся основные потребности и дополнительно приспосабливая различных учеников. Кроме того, благодаря развитию технологий, большинство преподавателей уделяют внимание технологическому подходу как стратегии эффективного обучения во всех классах. Кроме того, исследование рекомендует инвестиции в домашнее чтение и сосредоточить внимание на учениках с нарушениями обучения в Грузии., The study investigated various language teaching styles employed by the teachers across the Georgia states within the public schools. Equally, the research looks into different strategies that ensure improved performances of the children as well as instructors, and they deliver their services as mandated by Georgia Standards of Excellence (GSE). The research shows that teachers use multiple styles and strategies in teaching in the state’s public schools. However, the study used questionnaires and interviews as methods of data collection in various selected public schools. Data collected indicates that most of the instructors use the hybrid method of teaching and incorporation of technology factors as a strategy in delivering their mandates.Different teachers in Georgia State concentrate on delivering quality education systems more so in teaching languages from grades one to seven. To do so, they employ various teaching methods and strategies to meet the standards set by the education authorities such as the Georgia Standards of Excellence (GSE). The results of the study explain that most of the teachers teaching these grades employ a hybrid method, thus offering individual learners with the essential needs and further accommodates a variety of students. Furthermore, due to development in technology, most of the instructors focus on the technological approach as the strategy in effective teaching across all the grades. Moreover, the research recommends investments in home reading and focus on learners with learning disabilities across the Georgia state.

The University of Wales Trinity Saint David in Wales has been collaborating with colleagues in Georgian State Universities to evaluate current levels of Technology Enhanced Learning usage by staff and students in each institution. The objective was to create an informed picture of the future trajectory of TEL innovation for planning purposes across both regions.This case study describes how detailed surveys of TEL usage by University staff and students were carried out in both Georgia and in Wales. The overall picture in both regions is that this is an important and rapidly developing area of educational innovation that is as much driven by staff and student adoption of emerging technologies as it is by institutional provision.Both staff and students are increasingly using their own devices to engage with teaching and learning. A further trend is the use of social media and online cloud based resources for communications and access to online learning materials. This information is now being used in the formation of new TEL strategies across the institutions.