Author(s): Andrea PUSKÁS

Title: CREATIVITY IN TEACHING ENGLISH AS A FOREIGN LANGUAGE: ESTABLISHING A THEORETICAL FRAMEWORK

Source: 11th International Conference of J. Selye University. Pedagogical Sections. Conference Proceedings

ISBN: 978-80-8122-333-4

DOI: https://doi.org/10.36007/3334.2019.139-149

Publisher: J. Selye University, Komárno, Slovakia

PY, pages: 2019, 139-149

Published on-line: 2019

Language: en

Abstract: In contemporary research, creativity is no more attributed only to the gifted and exceptional individual who is born with special talent, and it is no more understood as a distinct personality trait or mental process possessed only by a few, but is rather defined as an activity generated by even common sense and everyday mental mechanisms that every person is able to carry out.
Carrying this belief in mind, the paper highlights that creativity can be and should be improved in education with great care. It investigates the most common and up-to-date classifications of creativity theories and examines the most recent outcomes of creativity research. It points at the importance of improving creativity, creative thinking and problem solving in education with special attention to the English as a foreign language classroom. It clarifies the characteristics of creative behaviour and tries to establish a theoretical framework that should be taken into consideration in higher education training. The responsibilities and potential of EFL teacher training programmes in providing help not only for teacher trainees but also for primary and secondary school teachers is emphasised and discussed in details.

Keywords: English as a foreign language, English language teaching, creativity, problem solving, critical thinking

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