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Description
| Question | Answer |
| TEMA 18 Definition of creativity | Creative capacity means to think in a flexible way and it is a practical ability which is revealed trough actions. |
| Functions of creativity | CHOMSKY: allows ss to create the rules of foreign language through an inductive process. HALLIDAY (Language in a social perspective): put into practice the imaginative functions of language. SS write or create new meanings for themselves. |
| Characteristics of a creative student | TORRANCE (1967) specific behaviors: - occupy their time without being stimulated -do more than the asigned task -make questions further than: why? - not afraid of doing something new -observant |
| Teacher's role | - Find ways socially accepted to work ss creativity -1) Avoid mental blocks 2) Create the necessary conditions to develop ss' creativity |
| Definition of games | D 108/2014: "the practice of games and listening of literary texts should contribute to the development of CC" GAME: an activity with rules, a goal and an element of fun. |
| Advantages of using games | LEE SU KIM: 1)break from the usual routine 2) keep the ss effort to learn a language 3) motivating 4) provide practice in various skills 5) encourage ss to communicate 6) meaningful context for language use |
| Types of games | HALDFIELD (1999) 1) Competitive and Cooperative 2) Linguistic and Communicative Information gap principle/ guessing games/ searching games/ matching games/ exchanging and collecting/ problem solving/ role-plays |
| CC acquisition through games (CC aspects) | HYMES 1971 Aspects of CC: 1) Sytematic 2)Accuracy 3) Occurrence 4) Feasibility |
| CC acquisition through games (CC sub-competences) | CANALE AND SWAIN (2000) 1)Grammar competence 2)Discourse competence 3)Sociolinguistic competence 4)Sociocultural competence 5)Strategic competence |
| CC acquisition through games (types of games) | LEE (1995) -Structure games -Vocabulary game -Pronunciation games -Spelling games -Listen/write games -Role playing |
| How to use games in FL classroom | MAUER (1997) PPP model 1) Presentation 2)Practice 3)Production -Demonstrations -Useful structures -Clear directions Familiar games -Heterogeneous groups |
| Conclusion | -Opportunity for real communication -Succesful communication rather than accuracy -Meaningful context and familiar to ss JOHN DEWEY: "Education is not preparation for life, it is life itself." |
| Bibliography | GREVILLA, C. (1982) La creatividad en el aula. Innovare. HALDFIELD, J (1999) Elementary communication games. Longman. HALLIDAY, M. (1971) Language in a social perspective. Educational Review Journal Vol. 23. |
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