One of the crucial problems in the history of humanity has always been
the question of human relations because the rest largely depended on finding ways
to solve the problem. One of the main factors in this cycle is a language which
has always attracted attention as a tool of communication and the issues of its
mastery, a plethora of methods have been vying for the dominant place. Although
English as a lingua franca is actively taught around the world, the development
of productive skills remains a problem in non-English-speaking
countries where learners have fewer opportunities to communicate in the target
language outside the classroom. The article seeks to relate the problem to the
complete disregard of its psycholinguistic foundation by teachers of English,
which leads to a superficial assessment of monolingual teaching methods and the
formation of preferences to give the learners as many opportunities to operate
in the target language as possible. The article is about the post-Soviet space
Georgia where the monolingual approach to teaching foreign languages is still
unambiguously dominant, and shows how to build a new framework for using
translanguaging as an EFL teaching method.
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