This article examines challenges in teaching listening and speaking in Georgian language curriculum, highlighting pedagogical implications.
Based on applied linguistics, this article examines challenges and perspectives in teaching listening and speaking within the Georgian language curriculum. In the context of speech development, the study analyzes the methodological approaches of prominent scholars (A. Arabuli, K. Lomtatidze, M. Koberidze). It emphas
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Koberidze Mariam (2026) studied this question.
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