Creativity and Teaching English as a Foreign Language
166 Pages
English
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Creativity and Teaching English as a Foreign Language

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Gain access to the library to view online
Learn more
166 Pages
English

Description

One of the challenges of teaching English as a foreign language (EFL) abroad is the lack of state-of-the-art instructional materials. A solution to the scarcity of effective materials is the implementation of creative classroom activities that move beyond reliance on textbooks. These activities can enliven instruction, and can be developed using realia or other authentic materials from the target culture. In light of this, this book presents a study on creativity in teaching English as a foreign language. It discusses: (Creativity in Educational Program, Understanding Creativity, Creativity Thinking and Critical Thinking, Learning-Teaching Creativity and The Consensual Assesment Technique of Creativity).

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Informations

Published by
Published 01 January 2010
Reads 6
EAN13 9796500009117
Language English

Legal information: rental price per page €. This information is given for information only in accordance with current legislation.

Exrait

ﻢﻴﺣﺮﻟا ﻦﻤﺣﺮﻟا ﷲ ﻢﺴﺑ
Creativity and Teaching English as a Foreign Language
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Creativity and Teaching English as a Foreign Language By Prof. Awatef A Sheir & Dr. Talal Alodwan  ﱃوﻷا ﺔﻌﺒﻄﻟا م2010 - ـﻫ1432
 ﺔﻴﳌﺎﻌﻟا ﺔﻴﻣﻼﺳﻹا مﻮﻠﻌﻟا ﺔﻌﻣﺎﺟ ﻦﻣ ﻢﻋﺪﺑ ﻊﺒﻃ
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ﺔﻴﻤﺷﺎﻬﻟا ﺔﻴﻧدرا ﺔﻜﻠﻤﳌا ﺔﻴﻨﻃﻮﻟا ﺔﺒﺘﻜﳌا ةﺮﺋاد ىﺪﻟ عاﺪﻳﻹا ﻢﻗر ( 2010 / 5/ 1869) *Alodwan,.Talal, Awatef\ ASeir Creativity and Teaching English as a Foreign Language -Amman:Dar Al-hamed,2010. (…)P Deposit No:( 2010 / 5/ 1869)
 . ﺔﻴﻟوﻷا ﻒﻴﻨﺼﺘﻟاو ﺔﺳﺮﻬﻔﻟا تﺎﻧﺎﻴﺑ ﺔﻴﻨﻃﻮﻟا ﺔﺒﺘﻜﳌا ةﺮﺋاد تﺪﻋأ
 ISBN 978-9957-32-513-8 (ﻚﻣدر) *
ﺔﻴﻘﻴﺒﻄﺘﻟا مﻮﻠﻌﻟا ﺔﻌﻣﺎﺟ ﻞﺑﺎﻘﻣ بﺮﻌﻟا عرﺎﺷ - نارﺪﺑ ﺎﻔﺷ:ﻒﺗﺎﻫ00962- 5231081: ﺲﻛﺎﻓ00962- 5235594. ب.ص(366): يﺪﻳﱪﻟا ﺰﻣﺮﻟا(11941)ندرﻷا – نﻋ Site :www.daralhamed.netE-mail :info@daralhamed.net E-mail : daralhamed@yahoo.comE-mail : dar_alhamed@hotmail.comﺖﻧﺎﻛأﺔﻘﻳﺮﻃ يﺄﺑ وأ ،ﻪﺟو يأ ﲆﻋ ﻪﻠﻘﻧ وأ ،عﺎﺟﱰﺳﻻا ﺔﻘﻳﺮﻄﺑ ﻪﺗدﺎﻣ ناﺰﺘﺧا وأ ،بﺎﺘﻜﻟا اﺬﻫ ﻦﻣ ءﺰﺟ يأ سﺎﺒﺘﻗا وأ ﴩﻧ زﻮﺠﻳ ﻻ ﻞﻋﺎﻔﻟا ضﺮﻌﺘﻳ ﻚﻟذ فﻼﺨﺑو ،ﻲﻄﺨﻟا ﴍﺎﻨﻟا نذإ ﲆﻋ لﻮﺼﺤﻟا نود ،ﻚﻟذ فﻼﺨﺑ مأ ،ﻞﻴﺠﺴﺘﻟا مأ ،ﺮﻳﻮﺼﺘﻟﺎﺑ مأ ،ﺔﻴﻜﻴﻧﺎﻜﻴﻣ مأ ،ﺔﻴﻧوﱰﻜﻴﻟإ .ﺔﻴﻧﻮﻧﺎﻘﻟا ﺔﻘﺣﻼﻤﻠﻟ 4
DEDICATION We would like to dedicate this book to The World Islamic Sciences and Education University especially to Prof. H.R.H. Prince Ghazi Bin Muhammad Bin Talal Chairman of the Board of Trustees for his support that has always been admired.
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Table of Contents
Chapter One: Creativity in Educational Program
Chapter Two: Understanding Creativity
Chapter Three: Creativity Thinking and Critical Thinking
Chapter Four: Learning-Teaching Creativity
Chapter Five: Creativity in The Language Classroom
Chapter Six: Synectics & Creativity
Chapter Seven: Approaches of Measuring Creativity
Chapter Eight: The Consensual Assessment Technique of Creativity
Chapter Nine: Characteristics of Creative People
Bibliography
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7-22
23-40
41-50
51-70
71-96
97-108
109-116
117-128
129-145
147-164
Chapter One Creativity in Educational Program
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Chapter One
Creativity in Educational Program Introductionst In the 21 century, creativity is more than an enhancement to life, it is an essential component. As technology becomes more powerful and accessible and as life becomes more complex, creative individuals will be needed to find solutions for problems related to health, environment, education and business. Pink (2005) argued that we are entering a new age where creativity is becoming increasingly important. In this conceptual age, we will need to foster and encourage right–directed thinking (representing creativity and emotion) over left–directed thinking (representing logical analytical thought) Here we turn logic on its head. Again this is just a way of breaking the mind away from just following the pattern of experience. It takes the mind into a fantasy world where we do not know what we will find. The barrier is judgement. We cannot carry that word into the realms of fantasy nor do we leave room for creativity. Of course we must eventually come out of this fantasy world and only then judge whatever ideas we have brought out with us. Reversing Logic asks you to consider what you think are facts and investigate what differences and advantages it would make if they were not facts. You could try to imagine what would be the case if the facts were totally wrong. Or you could try to modify the facts and see whether it now fits into the current situation better than the original one. This is only a stimulus for new ideas, nothing else.
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