USE OF CREATIVE WRITING IN TEACHING FOREIGN LANGUAGE
USE OF CREATIVE WRITING IN TEACHING FOREIGN LANGUAGE
Yelzhas Aitzhan
Master’s degree student, Astana International University
Kazakhstan, Astana
Maral Amalbekova
PhD, L. Gumilev Eurasian National University,
Kazakhstan, Astana
ABSTRACT
This article discusses the development of students' creative writing in the process of teaching foreign languages. It is demonstrated the significance and value of mastering creative writing techniques. There is a description of how creative writing differs from other forms of writing. The present situation of creative writing in Kazakhstan is taken into account, the work of Kazakh teachers is examined, and issues are noted. Exercises are provided that can be used to create a framework for encouraging students to write creatively while learning a foreign language.
Introduction Creative writing is defined as writing that expresses concepts in unique ways. The traditional professional, journalistic, technical, or academic genres do not encompass creative writing. Any information presentation that does not fit into one of these categories is creative writing by definition. Creative writing encompasses texts in a range of genre and stylistic areas. In addition to fiction and science fiction, this collection also includes drama, poetry, nonfiction, writing, and narrative. In this perspective, education's role is to encourage the development of a creative personality to "avoid the death of creative thought." If we closely examine the history of creative writing, we can deduce that it originated in the 19th century as a result of an educational experiment. Then, over the course of six decades, the discipline of creative writing started to take shape. The separation of the teaching of literary writing from history and the study of literature, according to David Myers, American Professor of Creative Writing, is an accident, but as time has proved, a very successful solution to several requests. [1] Today, creative writing is common and well-liked in nations like the United States, Great Britain, and Australia, though not as a course but rather as a curriculum at higher education institutions. [2]
Because communication becomes a form of competition, and not the possession of a written form of communication makes the subject uncompetitive, dooming him to social isolation. The difference between creative writing and other types of writing The exercises that, when successfully completed, teach students how to write an essay, summary, abstract, resume, letter to a friend, business letter, announcement, greeting card, invitation to a party, etc., frequently with examples of these texts, vary depending on the level of proficiency in a foreign language. To put it another way, creative writing places greater emphasis on flexibility and self-expression than other styles of writing, which are taught to pupils following the language's conventions. The core of the concept of creativity in educational activities and the content of instructional strategies for various kinds of foreign language speaking exercises are related, on the one hand. That is, when producing your own speech product, creative thinking allows you to break patterns and find a new approach to use current talents. Creative writing encourages alternative thinking, diversifies the intellectual environment, broadens the reader's perspective, and broadens the cultural experience of the "writer's" audience. The current state of teaching to creative writing in Kazakhstan. Nowadays, students can take creative writing classes at a wide range of official and informal, public and private institutions all over the world. Dozens of manuals and textbooks on the subject are also released every year. In his yearly address to the people of Kazakhstan, the head of state concentrated on a number of urgent problems that the educational system in Kazakhstan is currently experiencing in light of a new phase in the nation's modernization. The 4K model, which emphasizes the development of creativity, critical thinking, communication skills, and the capacity for teamwork, should be given more weight in education, the nation's president said. [3]
As a result, where it is possible to connect learning to creative writing, the need for Kazakhstani education to foster the growth of creative thinking is more important than ever. This is partially due to the fact that there is a higher than ever demand for professionals in today's society who are able to respond creatively to any changes and develop original, superior solutions to current problems. However, neither creative writing nor creative thinking receive significant attention in educational institutions or are even attempted. Recent methodological studies have shown that the concept of "creative written speech" is fairly broad and can include a variety of written speech forms, including essays in various compositional speech forms, presentations with essay-like elements, reflective writing, thematic letters, personal letters, business letters, and creative letters. However, the domestic methodology for teaching creative writing typically consists of presentations with essay-like components, three distinct types of essays (essay-description, essay-narrative, and essay-reasoning), as well as letters of a professional and personal nature that don't particularly pique students' interests. Consequently, they are done in a formal manner. Teaching experience demonstrates that traditional creative written works, even by language university students, fall short of fulfilling the requirements of a creative written statement because they lack emotional impact and originality in their content and lack expressive language. By examining the work of Kazakh teachers like M. Makhmutov, T. Shamova, etc., as well as the situation of the development of creative thinking, we can come to the conclusion that reproductive thinking—which is characterized by the comprehension of phenomena according to pre-made stereotypes, according to given samples—was formed in domestic educational institutions while teaching a foreign language. Sadly, most training was delivered at an absorption level that did not advance pupils' understanding or provide them with a foundation for innovative thought. In order to foster students' original and creative mind, education is currently being systematically reformed. [4]
Set of exercises that can be used in teaching creative writing. The purpose of these exercises: to form students' ability to create their own original text product and express thoughts and emotions in a foreign language. In the process of performing these exercises, the following tasks are solved. Tasks of creative exercises: - to develop students' psychological readiness for communication in a foreign language, regardless of the situation, the degree of spontaneity and the subject of tasks, a communication partner, etc.; - to focus the attention of students on communication in a foreign language, which becomes a means of creating their own original speech product; - to create conditions for the realization of independence and initiative of students in the process of working on the text. Exercise 1: "Poetry". The major aim is to choose works that are as distinct as possible in theme or style. The teacher prepares two poems in advance (this may be prose).
This could be a description of a season's weather from entirely distinct perspectives, or it could be the author's justification for a certain emotion from contrasting viewpoints. The works are studied, and students respond to the following questions in writing: What mental impressions do these works conjure for you? Which do you prefer? Why? Which job is nearby for you? of the author, to offer (group work) their own version of the translation. Exercise 2. "Quotes". Any topic within the learning process can be chosen for this activity with ease. One or more quotes are pre-prepared by the teacher, who then asks the pupils to read them and respond by writing their own views about the topic. The level of "assistance" provided by the teacher influences how difficult a task is. It can be only a quote, which is the hardest option, or a quote plus some words, questions, or examples to support it. Exercise 3. "Reading" exercise Non-trivial works of art (such as "Transformation" by F. Kafka, "Perfume" by P. Suskind, "Cockroach," "Telephone," works by K. Tucholsky, and E. Grishkovets) may serve as the basis for this activity. The tasks could include coming up with one's own perspective on the issue raised in the passage; identifying the images that serve as the work's foundation and developing your own prose from them (genres, writing time, text volume, form of work may vary - pair, group, individual, etc.) [5] Conclusion Writing creatively comes from honing your craft. Practice writing in a variety of styles rather than concentrating on just one. Practice demonstrates that it is possible to maximize each student's potential by providing effective training in educational institutions.
The goal of contemporary education is to give each student a chance to express their abilities and creativity, which includes the ability to carry out individual ideas. This article provided a variety of exercises geared toward cultivating creativity as a personality trait and improving writing abilities. Each teacher can create new activities based on the suggested ones utilizing the teaching resources at his disposal. Additionally, the guidebook contains lesson plans that teachers of other languages can modify to their specific needs.
References:
- D. G. Myers. The Elephants Teach: Creative Writing since 1880.Englewood Cliffs, New Jersey: Prentice-Hall, 1996;
- National Association of Writers in Education (2008) Creative Writing Subject Benchmark Statement. York: NAWE.
- Cathy Birch, Awaken the Writer Within: discover how to release your creativity and find your true writer's voice, 2001.
- Lewis Turco, The Book of Dialogue: how to write effective conversation in fiction, screenplays, drama, and poetry, 2004.
- E.V. Zhitkova, N.A. Karpova, E.V. Kozlovskaya. Creative writing in teaching adults a foreign language. Tomsk 2021.