Intermediate Georgian (Postgraduate)
- Course Code:
- Unit value:
- Taught in:
- Full Year
Objectives and learning outcomes of the course
At the end of the course, a student should be able to demonstrate…
- knowledge and understanding of intermediate Georgian grammar
- knowledge and understanding of a wide range of Georgian vocabulary
- knowledge and understanding of the appropriateness of a wide range of Georgian structures and expressions in a given context
- the ability to understand passages in written Georgian of medium length on everyday and some specialised topics
- the ability to produce short passages in written Georgian of medium length on everyday and some specialised topics
- the ability to understand spoken Georgian and to engage in spoken discourse of medium complexity on everyday and some specialised topics
- knowledge and understanding of the role of language in general in language-based scholarship and research (specific learning outcome for PG students)
This course will be taught over 22 weeks with 2 hours classroom contact per week in language classes. 10 research seminars to be taken within SOAS. Attendance to be proven by signature from chair and to be submitted to the Associate Dean for Masters by the last day of term 2.
Scope and syllabus
The course provides teaching and learning of intermediate level Georgian language with emphasis on practical written and spoken Georgian. The course covers chapters 13-20 of the course-book, completing outstanding problems of verbal morphology and syntax. Communicative practice and structural knowledge is established by working through lessons 13-20, continuing the exercises, with the addition of speaking-practice.
The course provides students with intermediate knowledge of Georgian and practice of using Georgian in a variety of everyday and more specialised situations.
A series of special PG lectures with associated seminars structured around the six themes Structure, Texts, Identity, Society, Translation and Transformation (provided for PG students studying different languages) introduces students to general questions of the role of language in language-based scholarship and research and provides them with the critical and methodological skills to relate their language acquisition to the thematic aspects of the studies.
Method of assessment
One three-hour written examination taken in May/June (60%); a language learning portfolio consisting of a set of marked homework, short in-class tests, translation projects (30%); one 20 minute oral examination (10%).
- G. Hewitt ‘Georgian: a learner’s grammar’, lessons 13-20