Anasheva D.K., Razakova A.T
Eurasian National University,
Astana, Kazakhstan
THE DEVELOPMENT OF
CREATIVE THINKING IN THE ENGLISH LANGUAGE TEACHING
To begin with, Creative thinking
is the process of developing useful ideas and
productive ways to conceptualize the content. Creative thinking may
involve artistic achievement or it may involve new or different ways of doing
things. Creative thinking is also about finding ideas and creating actions as a
result of those ideas. Imagine yourself
digging a hole. If you keep digging you will always be in the same hole, but
bigger. If you jump out of the hole and digger several other holes, you are
always creating new holes. You are being creative.
Creative thinking involves the production of new
ideas. Where do these ideas come from? Your mind needs to start a process from
which this new idea will emerge.
The development of creative thinking in the learning
process involves the formation of stable precondition for the implementation of
independent cognitive activity; inclination of seeking solutions to new
problems; aspirations of creating a
positive reform of reality and the ability of generating a large number of
diverse ideas. I.L Lerner defines the creativity in the learning process as a
form of human activity, aimed at creating a qualitatively new values of public
importance, important for the formation of the individual as a social entity.
N.B Krylov argues that an essential characteristic of
individual creativity is considered to be one of the activities aimed at
resolving contradictions (creative tasks), the result of which has novelty and
originality. Creativity refers to the ability of creating something new and
original, innately inherent in a man.
Creative thinking is
seen as a pupil's ability to escape from the logics, based on the mechanisms of
imagination, serves as a means of generating a large number of original ideas.
This kind of thinking is developing by means of creative tasks implementation
in which there may be several correct answers for one question.
Educational researchers
have known for years that vocabulary knowledge plays a significant role in
general comprehension. Knowledge of words is essential to understand a text.
Students’ knowledge of words impacts their achievement in all areas of the
curriculum because words are necessary for communicating and comprehending the
content. As classroom teachers know,
students have difficulties in understanding and expressing the concepts and
principles of the content areas if they do not know the specialized
vocabulary.
Research delineates that
most vocabulary is not directly taught, huge number of words are learned
incidentally- through experiences with language. One way to build students’
vocabularies is to immerse them in rich array of language experiences and by
creating their imagination.
Student’s brain recognizes patterns and loves
repetition. Teachers can take two
unrelated words such as balloon and car and try to come up with a new idea from
them. Examples that you may come up with are:
A giant balloon that acts as an inflatable car jack.
A balloon that is filled with helium that lifts the car clear of a traffic jam.
A strong balloon inside the car that acts as an air bag to protect passengers.
Try this exercise with other seemingly random nouns
such as a toothbrush and a snowman. A hill and a tiger. An apple and a beauty
queen. By combining two entirely unrelated ideas you come up with a new idea.
Your brain looks at the combination of words and tries to come up with a way to
make sense of the novel combination. Your brain loves to make unusual and novel
combinations.
Another way that new ideas arise is by ‘free
association’. Try to write using a pen and paper. Just let words arise in your
mind, then write them down. Don’t try to think hard about what to write about,
just let the ideas flow almost of their own volition. One idea may lead to
another. Some ideas may be nonsense, but occasionally a fresh, insightful idea
will emerge.
Good knowledge of units of school lexical minimum and
skill in their usage provides the formation and formulation of ideas in a
foreign language. On the basis of this decision takes complex communication
tasks aimed at achieving various pragmatic results. Formation of lexical skills
of productive characteristics- is a creative stage. Here is produced such
quality of lexical skills as lexical creativity - the ability of students to
the lexical and speech creativity:
- The creation of new
words based on known elements;
- The
definition of the next nearest value in the structure of an ambiguous word;
- The ability to provide
value in the structure of the foreign word with cultural component;
- The ability to fill
lexical gaps in different ways (ask again, the search of word in the
dictionary, its linguistic analysis);
- The ability to express
the same idea with different lexical means.
Lexical creativity gives
students expressing originality and independence. This statement has always an
element of novelty in the presentation of thoughts, speech elements of
creativity in the construction of the utterance and in the utilizing at the
same lexical and other means of language.
School age – is a
favorable period for intellectual development of children creative thinking and
assimilation of scientific knowledge, the manifestations of intellectual
activity in teaching. Practical experience
clearly shows that the binding of lexical units in English class can be
carried out, on the one hand, by doing exercises, on the other hand, a great
benefit could have a variety of games. Games can be widely used in the English
lessons, in extracurricular activities on the subject, in an independent
homework.
In order to perform a
creative task, the student should not only be familiar with the program
material, but, and this is important - to be able to draw conclusions based on
comparisons, generalizations, identify patterns, to be able to dream.
References:
1. Áóõáèíäåð, Â.À. Îñíîâû îáó÷åíèÿ ëåêñèêå â ñðåäíåé øêîëå (íà ìàòåðèàëå
íåìåöêîãî ÿçûêà)/ Â.À. Áóõáèíäåð.- Êèåâ, 1971.
2. Òèìèðîâà Ë.Ô. “Îáó÷àþùàÿ
èãðà, êàê ñðåäñòâî ôîðìèðîâàíèÿ ëåêñè÷åñêèõ íàâûêîâ”
3. Øîøèíà Ì.Þ. Ôîðìèðîâàíèå ïîçíàâàòåëüíûõ ìîòèâîâ íà óðîêàõ èíîñòðàííîãî
ÿçûêà, ÈßØ ¹8,2008.
4. Hallie Kay Yopp, “Vocabulary Instruction for Academic Success”,
2009
5. Michael
F.Graves “The Vocabulary Book:
Learning & Instruction”, 2006