Abstract:

Numerous scientific studies in recent years suggest that the possession of several languages promotes creativity and fulfillment of personality. For example, A.V. Kharkhurin considers bilingualism (multilingualism) as a factor in the development of human creativity. Russian scientists are investigating ‘linguistic creativity’, which is understood as the learner ability to create new speech patterns and unconventional express their thoughts in a foreign language (FL). Based on the literature review, we assume that creativity is positively associated with the process and the result of a foreign language acquisition (FLA).

The purpose of this study is to consider the correlations between the creativity and the success in FLA in linguistics students. The sample includes 128 (82% – female) first- and second-year university students in the Linguistics Department of RUDN University, all students learn English as their major FL. The creativity was measured with the Abbreviated Torrance Test for Adults (ATTA©). The ATTA© includes one verbal creativity activity and two non-verbal creativity activities. We used indicators for each activity separately, total indicators of fluency, originality, elaboration, flexibility, and the total creativity index (CI).

To assess FLA we used the traditional academic achievement indicator (the average value of the semester final grades of English) as well as English teachers’ assessment of FLA in their students by authors’ expert scale. The expert scale includes 10 indicators such as:
1) Speed and accuracy of perception foreign speech by ear (audition);
2) Fluency of reading in a FL (reading);
3) Lexical and grammatical correctness of writing (writing);
4) Vocabulary (vocabulary);
5) Lexical and grammatical correctness of oral speech (speaking);
6) Level of communication skills in a FL (communication);
7) Pronunciation (phonetics);
8) Initiative and activity in the classroom (initiative);
9) Diligence and care in preparing homework (diligence);
10) Creativity while studying a FL (creativity).

We also calculated the total score on the scale.

The descriptive statistics methods, coefficients Cronbach’ α and McDonald's ω, and Spearman rank correlation analysis were used for processing the data. Statistical processing was carried out in the R software environment for statistical computing and graphics, version 3.3.2.

Contrary to assumptions, the results of our study show only a few correlations between the creativity and FLA indicators. In particular, we did not find any significant correlation between the indicators of verbal creativity and FLA, as well as between the final grades and all creativity indicators. We found only a few positive correlations between several expert assessments of FLA and non-verbal creativity indicators.

Thus, we can conclude that most of the indicators used by FLA assessment are not related to the studied creativity indicators in the linguistic students. We suggest that teachers, most likely, are ambiguous about the manifestations of students' creativity in the process of FL learning. In general, the conducted research provides further arguments for discussing the problem of the criteria for pedagogical control and assessment, their objectivity and role in the development of students' creativity.

Keywords:

Foreign Language Acquisition, Creativity, ATTA©, Linguistics students, English as a Foreign Language.