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49Развитие креативности на занятиях по английскому языку у студентов неязыковых специальностей
Эмирильясова Сусанна Сеитбиляловна,
кандидат педагогических наук, кафедра иностранных языков, Крымский филиал Российского государственного университета правосудия E-mail: emirilyasova@mail.ru
Цель данной статьи определить методы и техники, способствующие формированию креативности у студентов неязыковых специальностей для эффективного развития навыков свободного владения иностранным языком. Основное содержание исследования составляет анализ методических рекомендаций по развитию творческих способностей, принципов внедрения креативных подходов. В статье приведен анализ взглядов исследователей, изучающих основы креативности, креативное мышление. Проведённый анализ показал, что развитие творческих способностей у студентов не филологических специальностей требует внедрения современных педагогических приемов для развития творческого мышления. В статье обусловлена значимость и актуальность роли преподавателя иностранного языка в развитии творческой активности студентов в университетской образовательной среде.
Ключевые слова: креативность, студенты неязыковых специальностей, методы преподавания, креативное мышление, английский язык.
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Nowadays we live in the world which "mankind with loud applause proclaims civilization" [4]. The progress keeps lasting and it will go on advancing as long as homo sapiens exists. Some ingenious people have been gifted with 'creative wit' to share it with the rest of the world. Creativity influences our lives although sometimes we do not realize it as it occurs subconsciously.
Creativity is a word which can easily be associated with a wide range of spheres. The article aims to apply the term to education, to be more exact, to the English classroom with non-linguistic audience and determine the methods and techniques that contribute to the development of creativity for the effective learning. It is vital to determine the significance and relevance of the role of an English teacher in the development of students' creativity in the university educational environment.
Creativity is an essential element for achieving highest standard of living. This factor turns creativity into a vital component in educational environment.
Many researchers devote their works to the fundamentals of creativity, creativity thinking and other issues related to this topic: Barisheva T.A., Kulutkin Yu.N., Leytes N.S., Luk A.N., Vergeles G.I., Raev A.I., etc. One of the most prominent scholars, whose works explore the interrelation of both language and creativity, is professor of Modern English Language in the School of English Studies, Ronald Carter. In his book "Language and Creativity: The Art of Common Talk" expresses an opinion that "creativity, far from being simply a property of exceptional people, is an exceptional property of all people" [1].
Some researchers distinguish between several stages of creativity. Most people are familiar with "Big-C" creativity: rare ideas of extraordinary people, like Leonardo Da Vinci's Mona Lisa, or Einstein's paradigm-shifting theories of theoretical physics. But there are also everyday forms of creativity, so called "Mini-c" creativity, when a person learns something new and his/her understanding of the world changes, and "Little-c" creativity, when a person's life becomes embedded with everyday creative thoughts and actions [9].
There are too many terms that have much in common with creativity. For example, Thesaurus offers the following synonyms: cleverness, genius, imagination, imaginativeness, ingenuity, inspiration, inventiveness, originality, resourcefulness, talent, vision [13]. But it is necessary to admit that none of them expresses the precise meaning of the word creativity.
The great number of broad and specific definitions of creativity can be interpreted differently depending on the context they are applied in. According to Parkhurst,
creativity is "the ability or quality displayed when solving hitherto unsolved problems, when developing novel solutions to problems others have solved differently, or when developing original and novel (at least to the originator) products" [14].
According to Dr. Robert E. Franken, Professor Emeritus at the University of Calgary, creativity is defined as "the tendency to generate or recognize ideas, alternatives, or possibilities that may be useful in solving problems, communicating with others, and entertaining ourselves and others" [15].
In the Oxford Advanced Learner's Dictionary creativity is defined as "the use of skill and imagination to produce something new or to produce art" [10].
A leading creativity researcher and cognitive psychologist Mark Runco considers creativity "a useful and effective response to evolutionary changes" [16]. Craft A. states that "creativity is a response to the continual innovation and resourcefulness that have become necessary for economic survival" [5].
Robert DeHaan, a retired Emory University cell biologist, explains "creativity is a new idea that has value in solving a problem, or an object that is new or useful" [11].
We live in the world which is full of mental and technical innovations that have been shared by gifted people. It's worth mentioning that our inborn good skills and abilities are given to us not only for ourselves but also to assist people living around us. These qualities are given to be shared with family members, co-workers, etc.
A language teacher needs to integrate creativity into the classroom, as they are "educational actors who have the power to unlock the creative and innovative potential of the young" [3]. Once an idea is encouraged, then another idea will undeniably be presented. The way recommended will be helpful to "discover" a whole set of skills and abilities that students are capable of.
For teacher it is vital to remember to share talents with the students who are entrusted to him/her. Consequently, English educators are to be imaginative to challenge their learners to be imaginative as well. Nowadays various teacher development courses are available online which aim at providing educators with extra competences including creativity: "Creative Education" [6], "Europass teacher academy" [12], "The creativity workshop" [8], "Creative teacher education institute" [7].
Being a language teacher implies being creative, considering things differently, generating innovative opportunities to every responsibility an educator has in a class.
Teaching creativity faces a lot of difficulties in the learning process. One of the most significant problems is to realize what main creative-based techniques are that teachers use in an English language classroom, for example. A friendly, positive, and caring learning environment is vital for developing creative-oriented atmosphere. Some steps need to be taken if an educator is eager to develop his/her creativity trait as a teacher. If the teaching staff of any higher educa-
tional establishment is perfectly equipped with necessary strategies that are supposed to prioritize creativity, then students are sure to advance their skills and abilities.
Creativity is of great importance for future career as most employers consider creativity to be one of the most needed skills in the contemporary world. So, universities must develop curriculum that enable students to acquire knowledge being taught creatively. There are some key educational elements that influence the way the non-linguistic students are sure to demonstrate their creative power and talents: 1) the teacher and his/her teaching techniques, 2) educational stuff, 3) learning atmosphere.
No doubt, all academic disciplines can be effectively learned if an educator motivates and promotes thorough understanding of the material. Encouragement is important to the creative process especially if students, non-linguistic students, for example, pursue significant purposes and overcome linguistic barriers.
There are a lot of English language lessons throughout the world when educators take non-linguistic learners' boredom and laziness for granted. This way of teaching unfortunately makes students feel unmotivated and uninspiring. Only a perfectly trained educator who uses appropriate teaching methods can enable students to take part actively in a language classroom. A teacher should keep looking for access to the teaching resources which are necessary to meet the requirements of the audience. Unfortunately, there are too many reasons not to like the job you are supposed to perform well: naughty and noisy environment, far-flung location of your educational establishment, low wages, etc. Thus, one of the most needed qualities a good teacher should have is self-motivation to be ready to go to work and develop students' proper skills. The second point which needs to be considered is educational stuff. Teaching resources are to be relevant and thoroughly examined to get non-linguistic learners to be involved into the process of creative-related learning. Learning atmosphere is last but not the least element to consider when satisfying the imaginative needs of the language classroom. Challenging non-linguistic students' creativity is known to play an important role for teachers worldwide. Along with developing the creative power and talent a teacher also fosters both analytical and critical skills, self-assurance, and self-respect. English teachers get their learners engaged into roles where the students are taught to communicate, writing and reading skills. The language engagement can obviously assist to obtain emotional and instructive immersion which is significant for language attainment. E-learning as well as inclusive learning for students with disabilities are often disregarded when it comes to adding more encouragement to the learning process.
Creativity is one of the must-have traits both in getting any education and the workplace. Educators need nurturing learners' creative potential to meet the requirements of modern world afterwards. Undoubtedly a language classroom must be a welcoming place for
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both teachers and learners. Thus, both sides are to be aware of the values which they are responsible for and organize the work in the best possible way
Dr. Robert E. Franken emphasizes three reasons why people are motivated to be creative: 1) need for novel, varied, and complex stimulation, 2) need to communicate ideas and values, 3) need to solve problems [15]. Thus, these interdependent three reasons are sure to be rendered into English teacher's three pillars to base his/her teachings techniques. It is important to summarize these three points and make certain conclusions related to non-linguistic students: stimulate the students to get them communicate ideas and values for problem-solving assignments.
There are cases when teachers fit the common stereotypes and rely on gifted students only thinking that ordinary learners are less talented. It is worth mentioning that creativity is not an innate feature that is peculiar only to some special category of people. Creativity needs to be developed and nurtured. Even if learners are not intelligent, they are highly likely to be creative.
There are various techniques to measure and improve the learners designing capabilities - creativity tests, for example. Creativity tests are sure to enable both teachers and students to check their capabilities. Tests show participants insightful concepts of creativity, for example its often-unobserved existence in daily life, and how it can be incorporated into the classroom routine using the main resource in a classroom, the human one: teachers and students. Teachers sometimes use them to determine a student's creative quotient (CQ). These tests are sure to be taken to gauge the whole potential of the audience of the classroom. Thus, the following tests are commonly used: 1) Guilford's test of Divergent Thinking (Alternative Uses Task), 2) Remote Associates, 3) Torrance Test of Creative Thinking (Incomplete Figures), 4) Artistic-Assessment Tests, 5) Self-Assessment Tests [5].
It is vital to get acquainted with some valuable online and offline creative-oriented resources offered by highly experienced experts that aim to foster English learners and serve as a great tool to keep the learners motivated. They are undoubtedly a helpful mechanism to be used during an English lesson.
Many researchers publish scientific articles that aim at offering multiple tips about creativity: Barishe-va T.A., Kulutkin Yu.N., Leytes N.S., etc. One of the most helpful techniques is to foster educators to make use of their textbooks creatively. The great number of language teachers does insist on the ideas that all textbooks are to offer the tasks fostering creativity. All well-known book editions strive to meet the requirements of modern teachers. As a result, educators should realize the necessity to use the textbooks as a tool rather than get the learners complete only the tasks provided in the book. It takes time and efforts to adapt the given activities in ways which are likely to encourage creativity. There is no need to complete all the tasks one by one or in the order they are presented. A language teacher is a person who guides his/her students. It's up to him/her to welcome non-linguistic students with their bright ideas and thoughts.
Renowned scholars in an English language learning offer multiple helpful strategies and techniques that enable learners to develop creativity on a regular basis and better academic results. Thus, well-known linguists spend too much time on textbook writing. It's a great responsibility to provide both teachers and learners with proper and instructive strategies to enhance academic results. One of the main purposes of a textbook is to develop creative strategic implementation of all information offered.
Language textbooks are specially produced to meet teachers' needs and requirements. Considering the advantages of the 21st century most books are available in both hard-cover and digital ways. Various texts are recommended to be presented creatively and memorably by an educator. Most books contain a lot of brain-storming activities that get non-linguistic students to think about their own language-learning experiences. Warming -up exercises assist learners to discover some techniques for themselves that relate to some language peculiarities. Getting students involved into challenging activities along with their groupmates makes lessons much more exciting and interesting.
Various teacher development training courses are widely attended by teachers nowadays. Their aim is to spread innovative technology and techniques including creative teaching. Fostering creativity especially for non-linguistic students is getting a matter of topmost priority. Teaching staff needs to be creative and motivated to get students creative. This is an only way to have the learners constantly demonstrate and encourage their creativity.
For a language teacher there is no need to ask learners to complete all tasks given in a textbook. It is advisable for a language teacher to implement a book much more enjoyable and encouraging. As it has been mentioned above, it is vital to stimulate them and discuss the value of being creative and what this includes. An English teacher is sure to turn the English classes into interactive and optimistic ones demonstrating all the potential of textbooks and proving that they can be much more helpful and challenging by doing some activities differently.
Getting non-linguistic students to browse through various online resources are sure to help them achieve their academic creative-related goals. Enlivening and encouraging non-linguistic students can be challenging. It is essential to get them come up with innovative ideas. Teachers are to perceive that textbooks are to be recommended as a perfect tool for their students to open up new worlds rather than reading boring texts that sometimes seem to be never-ending.
Some elderly language teachers are not great with computers. Thus, their students are highly likely to miss the opportunity to have some computer-based activities to foster creativity.
Creativity and creative thinking have a lot in common. Working as a language teacher requires creative thinking as it is crucial to come up with some innovative ideas every single lesson. So, when it comes to choosing a career of a teacher an individual must recognize his/her creativity-oriented skills and keep in
mind that creativity is a must-have skill. It is vital to remember all learners are eager to have only gifted and talented teachers who can think creatively and make their lessons a great success. Consequently, a good language teacher is supposed to be a creative thinker and share his/her creative thinking skills with a learner. It is vital for an educator to practice teamwork skills and be a good listener. In case a student demonstrates outstanding language learning capabilities creatively, a language teacher is supposed to welcome the student in front of a class to share his/her ideas with other students.
Sometimes creative students are difficult to work with as they are very emotional and impressive. It is a matter of topmost priority to be able to appreciate learners' creative ideas and communicate to them to strengthen their weaknesses. Creative educators make up new ways to overcome language difficulties and meet teaching challenges. This valuable trait can easily assist to enrich students' vocabulary, pronunciation skills, etc. This way of thinking is sure to help the educational system keep advancing.
Creative nature and opportunities are always highly required by any educational environment. Creativity is needed for the teaching profession as it is known to be a great asset. Being creative thinkers, educators are undoubtedly in great demand.
Teachers tend to think some students are more talented than others, but creativity is a process which can be reinforced. Online and offline resources are available nowadays claiming that solving linguistic riddles, grammar cards, games, etc. are one of the most effective ways for developing creativity.
An English language is a discipline that can be demonstrated in many ways. Learning a language includes developing reading, writing, speaking and listening skills. Repeating boring sounds and words after a teacher might seem a boring task. Finding more exciting and unforgettable ways for remembering target vocabulary and grammar rules must be a top priority for educators. Creatively satisfied educators who are good at coming up with innovative and advancing teaching methods, joyfully involve students into a friendly language atmosphere and help them to feel free and speak up their minds will surely beget gifted learners. Sharing forward-looking strategies and methods with students can help them to realize where creativity is appropriate.
In conclusion it is important to highlight that there are many definitions of "creativity". In terms of the English language classroom non-linguist students need to be encouraged and motivated to acquire relevant skills and abilities due to various advancing and challenging alternatives to ordinary educational methods. No doubt it takes too much time and efforts to get students involved into an amazing world of creativeness, but it is worth it in order to enjoy learners' academic success afterwards.
Educators are highly recommended to keep on nurturing creativity and attend creativity-oriented courses to perfect their innovative techniques and methods. English language teachers should bear in mind that all
students are equally creative, i.e. all learners are lucky to have this "exceptional property" [1].
DEVELOPING NON-LINGUISTIC STUDENTS' CREATIVITY IN THE ENGLISH LANGUAGE CLASSROOM
Emirilyasova S.S.
Crimean branch of Russian State University of Justice
The purpose of this article is to determine the methods and techniques that contribute to the development of creativity among non-linguistic students for effective foreign language learning. The article mainly deals with methodological recommendations for the development of creative abilities, the principles of the introduction of creative approaches. The study analyses the researchers' works on the fundamentals of creativity, creativity thinking. Based on the study, it can be concluded that the development of creative abilities among non-linguistic students requires the introduction of modern pedagogical techniques for the development of creative thinking. The study helps to complement the significance and relevance of the role of an English teacher in the development of students' creativity in the university educational environment.
Keywords: creativity, non-linguistic students, teaching methods, creative thinking, the English language.
References
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2. Craft A. The limits to creativity in education: Dilemmas for the educator. British Journal of Educational Studies, 2003. № 51 (2), P. 113-127.
3. Ferrari A., Cachia R., Punie Y. Innovation and Creativity in Education and Training in the EU Member States: Fostering Creative Learning and Supporting Innovative Teaching Literature review on Innovation and Creativity in E&T in the EU Member States (ICEAC), Luxembourg: Office for Official Publications of the European Communities, 2009, P. 54
4. Guizot F. The History of Civilization in Europe: From the Fall of the Roman Empire to the French Revolution, UK: Penguin, 1997. P. 276.
5. Lorenzo Del Marmol. 6 Useful Creativity Tests To Know If You Are Creative [Electronic resource]. URL: https://creativecorpo-rateculture.com/useful-creativity-tests/ (date of the application: 01.06.2020).
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10. Oxford Learner's Dictionaries [Electronic resource]. URL: https://www.oxfordlearnersdictionaries.com/definition/english/ creativity (date of the application: 01.06.2020).
11. Science News for Students [Electronic resource]. URL: https:// www.sciencenewsforstudents.org/article/how-creativity-powers-science (date of the application: 01.06.2020).
12. Teacher Academy Online [Electronic resource]. URL: https:// www.teacheracademy.eu/course/creativity-innovation-motivation-new-teaching-methodologies/ (date of the application: 01.06.2020).
13. Thesaurus.com [Electronic resource]. URL: https://www.thesau-rus.com/browse/creativity (дата обращения: 01.06.2020).
14. Parkhurst H.B. Confusion, lack of consensus, and the definition of creativity as a construct. Journal of Creative Behavior, 1999. № 33(1), P. 1-21.
15. Robert E. Franken Human Motivation. Publisher, Brooks/Cole Publishing Company, 1994. Ed. 3. 396, p.
16. Runco M.A. Creativity. Annual Review of Psychology, 2004. № 55. P. 657-687.
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