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This model stresses the importance of developing creative thinking skills in problem-solving,
applying creative strategies in those processes that require a divergent, productive or idea-generating
style of thinking and more analytical and evaluative strategies in those phases of the process that
require more conventional or convergent thinking, aimed at finding a suitable response or its final
elaboration. Throughout the process, metacognitive skills involved in problem-solving are proposed.
In this sense, there is some recent research on the implication of metacognition for the development
of creativity [2]
Provide opportunities for reflection: Encourage individuals to reflect on their creative processes
and the results of their creative efforts. This can help individuals learn from their experiences and
improve their creative skills.
Provide tools and resources: Provide individuals with access to tools, materials, and resources
that can help them express their creativity. This can include art supplies, technology, or other
resources that can facilitate creative expression.
Model creativity: Be a role model for creativity by demonstrating your own creative processes
and approaches. This can inspire others to think more creatively and try new things.
In conclusion, developing creative thinking skills in foreign language learning is crucial for
students to become proficient in the language and succeed in their future careers. It is a skill that can
be developed through various methods such as exploration, creative activities, brainstorming, real-
world challenges, and a supportive environment. By integrating these paths into teaching and
learning, teachers can encourage students to think beyond the language learned and apply their skills
in different scenarios. Moreover, by enhancing creative thinking skills, students can develop essential
intellectual and emotional growth skills that will be useful throughout their lifetime. Therefore, it is
vital to foster creativity in foreign language learning and provide students with the necessary tools to
become proficient in the language and think creatively.
REFERENCES
1 Borys Grinchenko Kyiv University, Ukraine O. Vysotska, S. Vysotska Corresponding author,
Incorporating Critical Thinking in FLT 27.05.21, 56. 2021
2 Natalia Larraz-Rabanos, IntechOpen, Development of creative thinking skills in the
Teaching-learning Process, 08.10.2022
3 Reid, Eva & Kovacikova, Elena.Creativity and Critical Thinking in Foreign Language
Teaching HRADEC KRÁLOVÉ JOURNAL OF ANGLOPHONE STUDIES 2018, 137-149.
4. Khodjaniyazova U. K. Challenges of writing process and the ways of overcoming them
//Asian Journal of Research in Social Sciences and Humanities. – 2021. – Т. 11. – №. 9. – С. 132-
134.
STORYTELLING AND ITS ROLE IN ADVANCING LANGUAGE SKILLS
Bakhtiyar Tursunbaev, assistant teacher
Dildora Sultanbaeva, 4
th
year student
Nukus State Pedagogical Institute, Nukus, Uzbekistan
There are some more types of speaking activities that serve not only to create an opportunity to
boost speaking in the classroom, but also to form a close bond between the teacher and students
improving their morality also. It is a way of using valuable treasure of our ancestors, stories and
legends in teaching to advance all language modes altogether. Like other types of speaking activities,
role play and simulation, there is no precise and clear definition for storytelling, despite the fact that
there are some descriptions given by some authors. According to the Tingoy, Guneser, Ongun,
Demirag, Koroglu of the article “Using storytelling in education”(2013), storytelling is a mode of
conveying experiences, feelings and views in diverse form of transfer and dating back to old times.
Although, there are different kinds of innovations and new technologies, the fascination of telling the
42
story has not been lost, especially in the field of education, and it still has its great importance there.
While Pellowski defines the term as follows: “ … storytelling is the art of the craft of narration of
stories in verse and/or prose, as performed or led by one person before a live audience; the stories
narrated may be spoken, chanted, or sung, with or without musical, pictorial, and/or other
accompaniment and may be learned from oral, printed, or mechanically recorded sources; one of its
purposes may be that of entertainment.” The author implies that storytelling is an art of narration
standing before the audience, and it can be different forms, such as chanted, sung, or spoken. And
they can be taken from diverse sources. Actually, “each day we hear friends recapping their child’s
ballgame, lamenting a recent traffic mishap, or sharing the highlights of a movie. These are all
examples of storytelling. We not only listen to others, we respond with stories of our own. This
certifies that we are all storytellers!” Furthermore, according to the definition worked out by the
National Storytelling Association, “Storytelling is the art of using language, vocalization, and/or
physical movement and gesture to reveal the elements and images of a story to a specific, live
audience.” (NSA,1997). Besides, it claims that the most important feature of storytelling is it creates
special imagery and other particulars depending on the audience to finish the story. As for me,
storytelling is an old form of teaching which has been used in nearly all families in nurturing the
children by parents. It is considered to be a good means of shaping young generation’s personality
and also morality.
Storytelling still has a great importance in education, especially in teaching a language in multi-
cultured classes. Not only does it help to enhance all language modes, such as listening, speaking,
reading and writing, but also it serves to make the youth aware of the precious heritage of their folk,
shaping their views about the highs and lows of life, and encouraging them to do good deeds. Besides,
they give a good scope for a teacher to be aware of their students’ cultures, experiences, and
meaningful bonds. By telling stories, students and the teacher “create the potential for new
connections that link them together inside a new tale” “… the use of storytelling as a teaching tool is
‘built into’ learning pedagogy and methodology and thus it only requires a slighter emphasis from
the entertainment –only mode. Therefore, storytelling can be an extremely important resource for
modern educator. As stories are a great source of language as well as useful vocabulary and new
different structures, they enable learners to have a tremendous exposure to the target language. They
are appealing, meaningful and easily accessible to all learners that it increases the efficiency of using
storytelling in teaching. So, “Surely, stories should be a central part of the world of primary teachers
whether they are teaching the mother tongue or a foreign language”. Thus, with the wide
implementation of communicative language teaching, much attention has shifted to improving
students’ listening and speaking skills through storytelling in classroom for the reason that there are
a great number of virtues of it. First, because students listen to the different stories together while
creating and telling, it improves their oral speech to a large extent. As we know, whether in the mother
tongue, or the target language, speaking articulately is considered a cornerstone of progress in every
field. In addition, well developed oral speech is a vital tool for the mental growth of the young
children. [1, 1995]. According to Zabel, through storytelling a number of things, such as critical
thinking skills, vocabulary and many linguistic patterns can be acquired by learners. [2, 1991]
Therefore, the students absorb these elements mostly without their being an item of specific
focus. And best of all, the students enjoy the activity.”48 In addition to that, they claim that
storytelling supplies students with knowledge of history, experiences of listening and turn taking, a
sense of community, the capability of imagination, listening to and comprehending characters and
how to form their shape, perception about sequencing and structures in the story together with sense
of writing techniques. Furthermore, “Stories capture the imagination, engaging the emotions and
opening the minds of listeners. Consequently, any point that is made in a story or any teaching that is
done afterwards is likely to be very effective. According to Donald Davis, there are a number of
benefits of storytelling in diverse sections of teaching. [3, 2004] He indicates that from hearing stories
students can profit from the following things:
1.
It improves imagination;
2.
It advances students’ listening skill greatly;
43
3.
It develops love towards language, reading, and creative writing in students mind.
4.
It helps to master different language aspects, such as vocabulary, comprehension, sequencing.
5.
It creates a good community by supplying experience and a language of a story.
There are also great virtues of telling stories by children. By narrating children can benefit as follows:
a) It strengths students’ self-esteem by improving their confidence while speaking before the
audience.
b) It reinforces expressive language skills and promotes creativeness in students.
c) It helps to form a good relationship among all the learners and between the teacher and students.
If we are aware of each other’s stories, we will be more likely to understand each other well in life
also.
d) It shapes students’ personality by developing features like risk-taking etc.
Besides this, the author adds that the process of preparing for telling the story, such as selecting the
story, learning and telling it gives students a scope for obtaining the following skills:
· How to read for a purpose and evaluate stories.
· The difference between storytelling, reading, and visual media.
· How to be an attentive listener, and give constructive feedback/criticism.
· Techniques for grabbing audience’s attention and holding it during the performance.
While the author of the book “Learning Teaching”-Scrivener [4, 2007] approaches the activity
of storytelling from another angle. He finds storytelling to be a good tool not only to teach grammar
or other aspects of the language, but also the activity in order to change the environment in the class
to change students’ mood. He suggests using the activity to get pleasure during the lessons rather than
check students’ comprehension or write it up for homework. He prefers to use storytelling like “a
mother reading her children at bedtime or a group of friends in a bar telling anecdotes” to increase its
positive impact on learners. In addition, he presents some basic techniques of storytelling for a teacher
while conducting the activity:
1. They should prepare the students mentally beforehand. They should internalize the mood, smells,
colors, and, key words and expressions. If needed, they may write the skeleton of the story in short,
excluding too much details.
2. They should give a precise instruction, and should make the students more relaxed by informing
that no comprehension questions or exercises exist after the story. They can listen freely. So that
learners listen thinking not ‘they should listen’, but ‘they want to listen ‘themselves.
3. If possible, teachers should tell the story rather read it from the paper, as narrating is much more
appealing and has greater impact on learners.
4. When it is over, teacher can allow the students to express their opinions about the story, its morality,
its characters, etc. giving their evaluation.
5. Teachers should stop it there, then they can continue with another thing.
To sum up, stories can be the best form of language input in the lesson, helping the learners
to acquire the second language more easily. Storytelling is a very involving and appealing activity
and it becomes enjoyable for nearly all learners at different ages, stimulating their motivation and
interest in learning the language.
REFERENCE:
1.
Van Groenou, M. (1995). “Tell me a story”: Using children’s oral culture in a preschool setting.
Montessori LIFE.
2.
Zabel, M. K. (1991). Storytelling, myths, and folk tales: Strategies for multicultural inclusion.
Preventing School Failure, 32.
3.
Donald Davis. (2000). How Storytelling Benefits Student Writing adapted from Writing as a
Second Language.
4.
Scrivener, Jim. (2005). Learning teaching. Oxford: Macmillan Publishers. Ltd
