КГУ «Специализированная школа-интернат «Мурагер»

управления образования Карагандинской области

Бородавкина А.П., учитель английского языка

Бородавкина К.П., учитель английского языка

Psychological and pedagogical aspects of creative thinking development

The article deals with the psychological and pedagogical aspects of development of creative abilities at initial schoolchildren at English lessons.

Development of a personality is commensurate to cultural knowledge acquirement through learning and training, as well as to multiform relationship with the world around. Creativity is inherent in every person’s mind and can be revealed in his practical activities resulting as the «second nature» of the man, i.e. a cultural product.

According to an American scientist S. S. Smith (USA) the traditional scientific study covers only one isolated level of the structural organization, while the art itself is hierarchical and supposes simultaneous and successive perception of different levels, such as image, colour, symmetry, resonance, scale, focus, contents and cultural context.

The specific meaning of the interdisciplinary approach lies in realization of real relations between different branches of learning established in the process of teaching or in the pupil’s mind.

Some researchers point out that everything is reflected in our brain and emotional speech situations can change the state of mind including language skills. These emotional situations can be compared with person’s development. The method when the teacher makes pupils think about the events they learn about and make some associations in brain was developed in the frames of context approach to education. So the basis of our work is the principle of thinking in learning.

We hear a question in English than we translate it into our native language, and answer must be translated into English, and finally, we reply in English.

The whole process takes too much time, and it is one of the main reasons why so many people hesitate to speak English, they know nothing about the methods of mastering fluent speaking English.

The main principle of thinking in English as the factor of efficiency of communication needs a lot of time for practice. You must do all the time and you will have a good habit of doing progress in foreign language. So it is very important to think in English as it is a natural process and it will help you to concentrate on the moment of our real life and it is all right. After that you will be able to speak fluent English.

In this article we are going to speak about personal practice of learning - how to think in English instead of translating words from native language and then try to find different associations and to translate them into foreign language. We suppose that only this way can guarantee you a fluent way of mastering and speaking English.

The goal of that work is to attract readers attention to those people who learn English in Advanced level we want you to learn about one of the effective methods that corresponds to one of the main principles of humanity- freedom, independence abilities and capabilities – how to speak fluent English without any hesitations.

According to those goals, we may solve the following objectives:

1. To explain a true meaning of a speech producing process. The realizing of the process should help you to learn English more effectively and let you speak English fluently;

2. To meet people who learn English in Advanced level in accordance to the principle “thinking in English” in our paper it is considered to be an effective method with a lot of benefits.

3. To give some practical instructions how to get fluent speaking English process on the basis of “thinking in English” principle and song technology.

Here we give you a simple scheme of a speech process. It describes the process you speak your native language and the scheme will be like this: Thinking in native language → Speaking.

But when we use our native language we produce different objects in our minds in the process of thinking. After that we easily make differentiations and assimilations to realize the real meaning of the words and sentences. Only after that we may be ready to understand real information of the sentences.

A lot of scientists say about the process of coding and recoding the essence and notions of words which may be easily imagined as the real picture in the brain. The process of producing speech usually takes about 600 milliseconds (sic-tenths of a second) for our speech may correspond to brain’s work! It’s not a great problem, and in real life we have an impression that we can think out a lot to produce words.

The context approach states that only the work reflected in our brain will give a lot for the development of language personality. So it is quite interesting for the task of our paper as it proves the real necessity for the learners to think over everything they learn.

For a number of reasons English learners say that the translation stage is inevitable. People use a translation process as a regular basis for example movie subtitles, dictionaries, Google translation and so on. It is clear that the translation stage between languages can’t be avoided and you can be sure that you use two languages at once to speak fluent English.

Just imagine if the process of speaking English takes more than half a second to produce speech just after a thought appeared in your brain, what about the extra time you spend for translating the thought from your native language into English? It will add more time to effective communication. So to improve your English you must reduce the translation link and eradicate the process of thinking!

So, what you basically need to do is the following – you need to learn to verbalize the abstract concepts into English. The words can’t be verbalized without your special attempts to do so. It’s a good idea. It’s something that you must feel even before you produce actual thoughts in your language. It’s not easy to explain, but we’ll give an example so that can understand what exact meaning of using the notion of abstract concept.

A characteristic feature of all pupils enrolled in the experimental classes, was that they were active in the studied material, tried to perform the task independently and creatively to realize their dreams, trying to critically analyze the material under study, asking probing questions, trying to present the problem from the other side, etc.

Critical thinking

Methods of teaching

Theoretical knowledge

Creative attainments

Process of teaching

Process of training

Creative work process

Creative skill formation

Creative knowledge attainment

Social and creative abilities development

Creative work motivation

In the course of our experimental work was carried out to examine the levels of assimilation and self-paced content developed and forming qualities of the creative personality. As indicators of the success of learning results were different creative tasks, tests and various projects. It should be noted that during the whole period of experimental work, all students have been trained and successfully cope with the tasks of a creative nature, and furthermore, it should be noted that in these groups there was not achievers. This method shows the success of the learning by developed materials, programs and technologies. The assessing level of the formation of knowledge and skills different number of pupils having good and excellent marks.

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