ANALYTICAL-CREATIVE WRITING AS A PEDAGOGICAL TECHNIQUE IN PROFESSIONAL TRAINING OF PRE-SERVICE EFL-TEACHERS

Abstract

Integration of creative and analytical aspects becomes a necessary prerequisite for the development of writing skills and successful professional training of a future foreign language teacher. The aim of the study is to substantiate the feasibility of implementing the technique of analytical-creative writing as a means of enhancing writing and cognitive skills of a future teacher of the English language and literature in the context of enhancing their professional competence. It is determined that analytical-creative writing is a complex type of speech-and-thinking activity that combines analytical and creative components as a result of interaction of cognitive, procedural, and interdisciplinary factors, provided that purposeful training and integration of all types of speech activity are ensured. There has been developed a model for the development of analytical-creative writing skills of a future teacher of the English language and literature in the context of improving their professional competence. The model includes four stages: (1) pre-writing cognitive tension; (2) interdisciplinary immersion; (3) modeling written texts; (4) producing written texts. Special attention is paid to the analysis of samples, including idealized models, works of previous-years’ students, and texts generated by AI-tools, which creates conditions for the comprehensive development of analytical-creative writing skills. The model is based on the principles of integrated teaching of all types of speech activity, interdisciplinary learning, serendipitous learning, and imitative learning. The proposed model is aimed at students with a sufficient level of linguistic and cognitive training required for performing analytical-creative writing tasks, namely Master’s degree students majoring in Secondary Education (The English Language and World Literature). The proposed model enables formation of key components of the professional competence due to its universality and flexibility. At the same time, bringing writing activity to an integrative, general communicative level contributes to solving a range of issues – from overcoming cognitive barriers to objective assessment of students’ work in the context of academic integrity challenges.