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49Развитие креативности обучающихся младшего возраста на занятиях по английскому языку через искусство ремесел
Фролов Сергей Владимирович,
кандидат юридических наук, доцент, проректор по цифровизации, Нижегородский государственный лингвистический университет им. Н.А. Добролюбова E-mail: [email protected]
Фролова Наталья Хайдаровна,
кандидат педагогических наук, доцент, директор института дистанционного обучения, Нижегородский государственный лингвистический университет им. Н.А. Добролюбова E-mail: [email protected]
Тарасова Ольга Михайловна,
кандидат филологических наук, доцент, заведующая кафедрой иностранных языков Института дистанционного обучения, Нижегородский государственный лингвистический университет им. Н.А. Добролюбова E-mail: [email protected]
Архангельская Ксения Станиславовна
ассистент кафедры иностранных языков, аспирант Института дистанционного обучения, Нижегородский государственный лингвистический университет им. Н.А. Добролюбова E-mail: [email protected]
Дулова Елена Владимировна,
ассистент кафедры иностранных языков Высшей школы социальных наук, аспирант, Институт дистанционного обучения, Нижегородский государственный лингвистический университет им. Н.А. Добролюбова E-mail: [email protected]
Для обучающихся младшего возраста развитие креативности играет важную роль в освоении мира. Образное мышление в младшем школьном возрасте является переломным моментом: переход от наглядно-образного типа мышления к понятийному. Для решения этой проблемы на уроках иностранного языка используется метод лепки из пластилина, который одновременно улучшает моторные и когнитивные навыки детей. С детства и до зрелого возраста лепка играет ключевую роль в приобретении и развитии когнитивных и метакогнитивных навыков, мелкой моторики, навыков межличностного общения, а затем и профессиональных способностей. Каждый из этих навыков приобретается в основном в процессе наблюдения. В данной статье рассматривается эффективность метода «Моделирование на английском языке» на уроках английского языка в начальной школе. В ходе экспериментального обучения авторы подтверждают, что использование данного метода способствует повышению мотивации в изучении иностранного языка, развитию творческих способностей школьников, совершенствованию навыков говорения и созданию комфортной психологической атмосферы в классе.
Ключевые слова: английский язык, лепка из пластилина, наглядные пособия, младшие школьники, творчество, комбинированный урок, творческое мышление, образное мышление.
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Introduction
Foreign language teachers are in a constant search of methods and techniques that will be effective and suitable for a specific category of students. Each target group requires an individual approach in studying another language and understanding the learning material. A special group is made up of children of preschool and primary school age, just because they only start their educational development, learn to control their feelings and emotions, adapt to the team work and new school surrounding. In this vein, a foreign language teacher acts not only in their main role, but also as an educator, a mentor, a presenter and a psychologist. There are several difficulties associated with working with children of primary school age: fear of being in a situation of failure; emotional instability; attention deficit disorder; unstable attention (Andrianova, 2017).
The new social situation in which the children find themselves when they come to school requires sustained attention, which is necessary to acquire the skills of educational activity. If the functions of voluntary regulation of activity are not formed, the efforts of the teacher should be aimed at stimulating the development of these processes, including the processes of resistance to a distraction, the possibility of switching from one element of the program to another, stable maintenance of the performed algorithms of the activity, distribution of attention (Ignatiev, 1961). It is necessary here to connect the child's speech activity with an emphasis on building a plan of activities in the speech sphere. It is good to start work with actions familiar to a learner, stable skills. In this regard, the introduction of the "Modelling in English" method into the educational process is of particular relevance. This methodological technique allows you to include elements of modelling from plasticine in educational activities, thereby making learning a foreign language interesting, exciting and developing. Learning simple cognitive skills, such as basic writing or reading skills, as well as more complex cognitive skills, such as critical thinking or problem solving, are facilitated when models verbalize their own thought processes as they engage in these activities. Thoughts are thus made observable, and potentially modeled, through overt verbal representation of the model's actions. Modelling both thoughts and actions has several helpful features that contribute to its effectiveness in producing lasting improvements in cognitive skills. Nonverbal modelling gains and holds attention, which is often difficult to sustain by talk alone.
The novelty of the research is in the integration of two subject areas, modelling from plasticine and learn-
ing English. This method "Modelling in English" is advisable to apply in foreign language lessons at primary school and allows you to learn a foreign language in an original format through modelling and the creative process. "Modelling in English" is based on the use of a plasticine model as a mediator between the ability of children to interpret natural facts and speak about them in a foreign language. Children develop fine motor skills as well as cognitive skills simultaneously. Figuratively representing the subject of study, children perceive hidden semantic connections and systematize their understanding, which facilitates the perception of foreign language information (Salisu, Ransom, 2016).
Background
The relationship of manual motor skills and speech motor skills has been studied and confirmed by the research of many outstanding scientists, such as M. Koltsova, L. Leontyev, A. Luria, E. Mastyukova, I. Pavlov, E. Pi-menova, I. Sechenov, V. Sukhomlinsky, T. Felicheva. A. Melnikova, T. Fadeeva, S. Chernykh were engaged in the development of fine motor skills and preparation of the hand for writing. etc. There are many types of activities aimed at the development of active learning with the use of creativity, which can be engaged in by a child of primary school age. For example, finger gymnastics, drawing, appliqué, laying out patterns from a mosaic, designing, embroidery, knitting, macramé (Bolshako-va, 2017). We consider modeling from plasticine as the main mechanism for the development of manual motor skills, and its interconnection with the foreign language speech activity. This area is not explored in details. A. Aniol, dealing with modeling problems in foreign language lessons, characterized the model as "an artificially created object in the form of physical structures." The scientist also emphasized that this kind of visualization "demonstrates the linguistic material and facilitates its understanding and consolidation for subsequent use" (Aniol, Borisova, Potaturov, 2015). Many researchers have considered the problem of modeling and visibility, but the effectiveness of plasticine sculpting in junior English lessons, as an important component of perception and learning has not been studied and described earlier. All of the factors described above determine the effectiveness of the study.
The "Modelling in English" method allows you to make a foreign language lesson a platform for creativity. Plasticine sculpting has long proven its importance in the development of children, even V. Sukhomlin-sky said that "the child's mind is at their fingertips," confirming the effectiveness of the idea of using the modelling method in English lessons (Anosova, 2005). First of all, this method contributes to the cultivating of fine motor skills, which is directly related to the work of the brain and leads to improved coordination of movements, the work of both cerebral hemispheres and the formation of imaginative thinking (Allington, 2010). In English lessons, students are faced with a new social reality, with a new language, so additional stimulation of mental activity is necessary for effective learning.
The "Modelling in English" method allows children to be in a situation of success, which is so necessary at primary school age. By creating volumetric figures, a student puts their feelings, perception of this world, and the concept of beauty into them. This emotional atmosphere is simply necessary in an English lesson, as it allows you to instill a love for the language being studied and develop imaginative thinking. N. Bo-golyubov wrote: "... Working with volumetric objects is an excellent means of fostering aesthetic and artistic taste, forms figurative thinking, which is so necessary in any human work, develops in schoolchildren the spatial thinking they need when depicting the same objects on a plane. The practice has shown that after acquiring the skill in sculpting volumetric forms, students master construction in drawing much easier " (Bogolyubov, 1979).
Linguo-didactic potential
Creativity
It is important to note that children at primary school age develop and learn this world through a game, since this concept is the main and leading type of activity. In combined lessons in modelling and a foreign language, children are distracted from the standard understanding of the lesson and are involved in the game in a foreign language. This method is based on a communicative technique, and modelling from plasticine allows children to simulate the situation themselves, with the help of a teacher to create their own creative and speech product (Vygotsky, 1991).
In this regard, it is relevant to emphasize that the main direction in modeling is creativity and a creative approach to teaching. On this basis, students develop critical thinking - the ability to create and find new original ideas, deviating from the accepted thinking patterns, to successfully solve problems in a non-standard way (Lawal, 2016).
The experience of working with the "Modelling in English" method shows that in English lessons, in combination with modelling from plasticine, all indicators of creativity are actively involved. Curiosity manifests itself in an interest in new sculpting techniques that allow solving problems in a new way, in broadening the horizons of the existing elements of this world and in the exchange of experience between children. Imagination compensates for the lack of knowledge and activates thinking, memory, attention, contributing to the search for a solution. Each figure created is a certain kind of complexity, a new stage that requires finding ways to solve a difficult problem. Risking, creating, the child mobilizes their personal qualities which may lead to a success or a failure (Ly-amenkova, 2018). Also, communication itself is creative process - when you are in a conversation with another person, you are cocreating, becoming a part of a spontaneous act. Thus, creativity is that aspect of personality development, which for the first time is manifested for many people only in an informal setting, which is the prerogative of learning according to the "Modelling in English" method.
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Mastering the language of modeling and English allows students to understand and realize their place in this world, how important it is to protect everything that is created by nature and man. Sculpting gives children the opportunity for a deeper understanding of beauty and harmony. Modelling classes also serve to foster a sense of joy in creative work, respect for hand-made works, and introduce children to spiritual values.
The main principles
To confirm the positive aspects of modelling in English lessons, we consider it necessary to highlight the unique features of teaching using the "Modelling in English" method.
- It is important to start with the fact that teaching according to the "Modelling in English" method is based on a communicative method; however, it has a number of features that differ from the classical English lesson.
- The organization of the workplace includes such items as plasticine, boards, stacks, decorative elements. The child must understand that the success of the work depends on a neatly organized space, which cannot but be important in the further education of the child.
- Teaching modeling in English should have a step-by-step structure. Students should have a clear plan for creating a volumetric figure, following the instructions of the teacher in English.
- Pronunciation of each action with plasticine in English. The teacher gives the expressions necessary for work by an uninterrupted method, since each movement is clearly demonstrated and does not require an explanation in the native language. There are many reflex points on the hands, from which impulses go to the central nervous system, thereby developing the brain, relieving mental stress and improving pronunciation skills and memory (Malaya, 2019).
- The results of the lesson using the "Modelling in English" method include the creation of a volumetric figure from plasticine, and a speech product - a situation in English. It is important to note that a child achieves the goal of the lesson with a feeling of success, satisfaction from the educational process, since the student sees what they have managed to create and what has been achieved.
- Education is creative, constructive. The teacher gives only recommendations for creating a volumetric element from plasticine, and children have the opportunity to complete the task according to their idea and imagination.
- Training should be situational. Students should create a shape of their plasticine according to a specific situation, having a clear idea of how this work can be useful and applicable.
For a clear demonstration of the effectiveness of o the method under consideration and the features of its ££ application, we present a fragment of an English les-g son on the development of dialogical speech in grade ~ 2 using the "Modelling in English" method (Textbook z Family and Friends 2, Oxford University Press.).
Lesson fragment progress
Preparatory exercises aimed at mastering dialogical unity.
1.1. Updating students' knowledge on the topic:
- Guys, there are so many interesting places to go. What are they? (Possible answers are park, farm, cinema, zoo, and playground).
- Great! What can you do there? And why do you visit it? (Possibly: What can you do in the cinema? -I can see a film. I can eat popcorn.)
1.2. Exercises on probabilistic forecasting topics:
- Good job! You see, there are so many things to do and places to go, but where can I see animals and birds, pick berries and mushrooms and spend time with my family?
- You are right! In the forest! What else can I do there?
- Do you like going to the forest? I have got some places in the bus. Let's go to the forest!? What animals will we see there? (Possible answers: foxes, bears, wolves, birds, hares, squirrels).
- Oh, no, kids! Look! There are no animals in the forest! Where are they? Look at the tree, what lives here? Yes! Family of Squirrels! (Thus, the teacher asks questions about each house (a hole, a cave), and the children are divided into the groups of the following animals: squirrels, foxes, wolves).
1.3. Removing difficulties. Exercises for working with sculpting in English:
- Let's make the animals from the plasticine. Let's divide them into 3 groups: squirrels, foxes, wolves. I'll give you a model. Take a modelling board, a modelling knife and choose the right colors.
- Look at me! Take a piece of plasticine. What color do you need, Kate? You, Max? Good!
- The plasticine is hard, let's warm it up. Do you like this? Watch me. Do you need any help?
- If you roll it in a circle, you'll make a ball. You can roll it with your hands. Press on it with your finger to make a pancake. Put these two pieces together.
- Model a body! Make a head! Repeat, please. Good!
- How many legs does a fox have? Yes - four! Make 4 legs. Does a squirrel have 4 legs? No - two. Make two legs and two arms!
- It looks good! Nice! I like it!
- Put your animals in their houses.
- You can wipe your hands with this wet cloth. Let's clean everything up. Put these pieces in the box.
2. Exercises aimed at mastering micro dialogue.
2.1. Formulation of a communicative task.
Now let's watch the cartoon and meet more animals. Listen to the text. Answer the question. What are the animals' names? What colour are they?
2.2. Control of a communicative task. Checking the understanding of the listened dialogue.
Your time is up. So, answer the questions.
3. Exercises aimed at mastering the dialogue. Now, look at my screen. He is Max. He is a forest
keeper. If you answer his questions, you can visit his forest house and help the animals too.
- What is the name of your animal? What color is your animal? What does it look like? What does it like eating? What can it do?
- Great. Very well done. Thank you.
4. Exercises to create your own dialogues.
- Now your animals must be friends. Meet animals, make friends, ask and answer the questions. The ideas you may take from the screen. Look! Repeat after me!
Results and discussion
In the course of experimental training, 11 students of the group were interviewed on the following points:
1. Did you enjoy the lesson in English with plasticine modeling? (Answer options: 1. Yes. 2. No. 3. Not really.).
2. Would you like to create plasticine figures in English lessons? (Answer options: 1. Yes. 2. No. 3. Not really.).
3. Did you remember many new words? (Answer options: 1. Yes. 2. No. 3. Not really.).
4. What did you like the most in the lesson? (Your own answer).
5. Did you feel fine during the lesson? (Answer options: 1. Yes. 2. No. 3. Not really.).
6. Did you like talking about your plasticine figure in English? (Answer options: 1. Yes. 2. No. 3. Not really.).
7. Did you speak English a lot during the lesson? (Answer options: 1. Yes. 2. No. 3. Not really.).
8. Did you like your plasticine figure? (Answer options: 1. Yes. 2. No. 3. Not really.).
9. Is it interesting for you to create something from plasticine in English? (Answer options: 1. Yes. 2. No. 3. Not really).
10. Is there something that you did not like in the lesson? (Your answer).
Summarizing the results of the survey of 3rd grade students in the experimental group, we received the following figures:
Question 1: 100% of the students answered "Yes". Question 2: 100% of the students answered "Yes". Question 3: 100% of the students answered "A lot". Question 4: "I liked sculpting animals, giving them names and taking care of them", "I liked everything", "I like that I can sculpt beautifully from plasticine, use different colors and techniques", "I liked our plasticine forest and that all animals can speak English. "
Question 5: Table 1. 90% of children answered "Yes", 10% of children chose the option "Not really". Question 6: 100% of the students answered "Yes". Question 7: 60% were for the answer "Yes", 40% -"Not really."
Question 8: 100% of the students answered "Yes". Question 9: 100% of the students answered "Yes". Question 10: "I liked everything", "No", "The lesson passed quickly, I wanted to mold another bear!"
Graph 1. The results of the questionnaire "Modelling in English"
Conclusion
As we can see from the results of the questionnaire, the assessment of the lesson by the respondents is
very positive. With the help of the "Modelling in English" method, we managed to create a creative, playful, working atmosphere in the lesson, increase the motivation of students to learn English and create works of art, increase the speed of mastering new lexical units on the topic of the lesson, improve dialogical speech in English language by reducing the language barrier and the absence of fear of speaking the target language.
Thus, in conclusion, I would like to note that the correction of difficulties in learning a foreign language is possible with the correct approach of the teacher and the correct selection of methods for working with students. The "Modelling in English" method can be widely applied by teachers of foreign languages in institutions of compulsory and additional education, in primary grades to improve the level of proficiency in the target language, increase motivation for the subject, include an element of creativity in the studied discipline and stimulate children to creative and mental work.
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DEVELOPING YL CREATIVITY IN THE ENGLISH CLASSROOM THROUGH THE ART OF CRAFTS
Frolov S.V., Frolova N.H., Tarasova O.M., Arkhangelskaia X.S., Dulova E.V.
Nizhny Novgorod State Linguistics University
For young learners the development of creativity plays an essential role in the world exploration. Figurative thinking at the primary school age is the turning point: moving from a visual-figurative type of thinking to a conceptual one. To solve this problem the method of modelling with plasticine is used in foreign language lessons which improves kids' motor and cognitive skills simultaneously. From childhood through adulthood, modelling plays a key role in the acquisition and development of cognitive and meta-cognitive skills, fine motor skills, interpersonal skills, and later professional abilities. Each of these is gained primarily through the process of observation. The given article deals with the effectiveness of the «Modelling in English» method in English lessons at primary school. Through the experimental learning the authors confirm that the use of this method helps to increase motivation in learning a foreign language, develop the schoolchildren's creativity, improve speaking skills and create a comfortable psychological atmosphere in the classroom.
Keywords: English, modelling from plasticine, visual aids, young
learners, creativity, combined lesson, creative thinking, figurative
thinking.
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