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0FEATURES OF CREATING A FOREIGN-LANGUAGE CREATIVE ENVIRONMENT AT THE MIDDLE STAGE OF EDUCATION IN A SECONDARY
SCHOOL
ABDUKHALIKOVA KAMILA TURABKIZI
Second year master's student at Miras University, Shymkent, Kazakhstan
Abstract. This article discusses the features of creating a foreign-language creative environment at the middle stage of education in a secondary school (e.g., grades 6-9). At this stage of teaching foreign languages in middle school, special attention is given to the development of students' language skills and their creative abilities. The article analyzes the key aspects of creating such a creative environment and its effectiveness. The article deals with the concepts of creativity and the importance of its development in students at foreign language classes. It has been revealed that the development of students' creativity is conditioned by the need to implement complex, nonstandard tasks and to resolve situations in the process of professional international communication and the need to establish a deeper mutual understanding. Language acquisition is formulated in the article as an extremely complex and creative process, which is influenced by social and cultural environment inside and outside the language context, the structure of native andforeign languages, the duration of communication in a foreign language, the regularity of using languages, individual characteristics and experience, as well as methods of teaching and learning. The article reveals the researchers' vision of creativity: as a universal ability to be creative; personality traits; an individual's ability to go beyond the given situation, to create original value; the process of manifestation of one's own individuality; an obligatory teacher's characteristic.
Keywords: foreign language teaching, creative environment, secondary school, middle stage, multimedia technologies, project-based learning, communicative methods, language atmosphere, motivation, critical thinking, intercultural communication, language skills, students' development.
Features of Creating a Foreign-Language Creative Environment:
1. Use of Multimedia Technologies: Interactive platforms, video, and audio materials allow students to perceive a foreign language through various channels. This approach helps improve students' listening and speaking skills, facilitating quicker mastery of language materials.
2. Project-Based Learning: It is important to integrate projects and tasks aimed at developing students' creative abilities in the process of foreign language teaching. For example, students can apply their knowledge in practice by creating a video on a specific topic, writing an essay, or organizing a theatrical performance.
3. Communicative Methods: Using methods based on language communication during lessons helps expand learners' vocabulary and increases their interest in the language environment. Dialogues, debates, and role-playing games give students the opportunity to test themselves in reallife communication situations.
4. Creating a Language Atmosphere: It is important to create conditions in the classroom that are as close as possible to a language environment. This can be achieved by inviting native speakers or establishing connections with foreign students through online platforms.
5. Encouraging Creativity and Motivation: Supporting all creative attempts made by students in a language environment helps boost .
The purpose of the article is to analyze the concept of «creativity», to explore the views of Ukrainian and foreign researchers on the phenomenon of creativity and its development in students at foreign language classes. The statement of the problem. Modern trends in language education in Ukraine are conditioned by the process of unification of Europe, its spread to the east, accompanied by the formation of a common educational and scientific space and the need to develop common criteria and standards across the continent. Language education in Ukraine is being reformed taking into account the main achievements of the European countries in this field.
The ideas of the Council of Europe concerning language policy are increasingly being implemented in Ukraine:
• the number of languages studied is increasing;
• the number of people who speak at least one foreign language is growing;
• the study of several foreign languages at secondary schools has been initiated;
• the attitude to the study of foreign languages at higher educational institutions of non-philological profile is radically changing (Hryshkova, 2015, p. 6-7).In view of this, the importance of the science of methodology is growing, due to the constantly changing social conditions, concepts of improving education, theory and practice of teaching foreign languages at higher educational institutions of non-philological profile (Hryshkova, 2015, p. 6-7).At the same time, in the process of developing economic, political and cultural relations between Ukraine and the EU countries, favorable conditions arise for organizing joint scientific research, deepening international cooperation, student exchange and providing joint ventures with highly qualified specialists. In this regard, today the social order puts forward new requirements to educational process at higher education institutions, the purpose of which is formation and development of a creative, socially adapted personality, ready for productive activity in an ambiguous economic society, fluent in a foreign language or languages, capable of finding solutions in non-standard situations and interact with native speakers of different languages (Aristova, 2015, p. 6).Moreover, the importance of creativity has also been recognized on the strategic political level in the EU; the year 2009 was announced as the European Year of Creativity and Innovation, and Member States were encouraged to promote creativity «as a key factor for the development of personal, occupational, entrepreneurial and social competences and the knows-being of all individuals in society».
The requirements to a modern non-philological specialist in foreign language proficiency are extremely high, however, they are justified by the demands of a modern labor market. However, in practice it turns out that students who entered entering nonlinguistic faculties are not only unready to communicate in a foreign language, but also do not have the necessary lexical minimum, do not know the elementary rules of grammar. The experience shows that till now there are school graduates who at the moment of entering a higher educational institution practically do not have a spoken level of English. Therefore, teachers face an important task - to arouse interest in a foreign language among students, in particular, by developing their creative abilities.
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