High school learners' creativity development by means of L2 situational-cooperative writing

Foreign language teaching should be aimed at developing student's creative potential. The increase of the significance of writing has led to growing attention to various types of written texts. Modern educational context, a wide range of information and telecommunication technologies create prerequisites for creating an effective educational environment for development of high school students' productive creativity in writing. This environment ensures triggering of universal cognitive-communicative and productive actions in real situations that are significant for professional and social self-determination of students. However, the reality proves that the existing potential has not been fully applied in real educational sphere. Until now, foreign language teaching methodology lacks a scientifically based and experimentally tested technology for teaching creative situational and cooperative writing at profile stage of high school education. There is an actual problem of designing technology for development of high school students' creativity by means of creative situational-cooperative writing in a foreign language. The aim of the study is to describe the theoretical foundations and practice-oriented features of designing and approbating of such a technology. The technology is interdisciplinary in nature; therefore, its elaboration is based on a set of interrelated methods of research: (a) analytical-reflective (the analysis of psychological, pedagogical and linguodidactic literature, extrapolation of the provisions of psychological-pedagogical theory to the substantiation of the characteristics of linguodidactic technology, theoretical modeling of educational technology) and (b) empirical (experimental teaching, quantitative methods of data processing). The results of the study. The technology created is based on the idea of pol-yparadigmality, poly-approach of modern scientific research of such methodological concepts as creativity, creative orientation of students, productive learning, productive writing (creative written product), social and professional situations, autonomous activity, (self) control. From theoretical point of view, the description of the technology made it possible to specify the essence and features of the situational-cooperative (collaborative) writing in a foreign language - an innovative product of writing produced by nowadays learners.Practically oriented analysis of the psychological and pedagogical preconditions for the development of students' creativity made it possible to determine the methodological foundations of a creative situational-cooperative writing: (a) the availability of an author's style combined with correct following of linguo-stylistic requirements of the chosen genre, (b) the introduction of a variety of compositional types of speech, (c) multidimensionality of the text, (d) situational authenticity of the text, (e) relative lexical and grammatical correctness. The developed educational technology being grounded on these methodological bases includes the following stages: 1) motivation and familiarization, 2) building of project groups and overall planning, 3) independent work in groups, 4) "exit to public", collection of material, 5) preparation of individual parts of the written "product", 6) cooperative creation of the final version, 7) presentation and mutual evaluation. The process and results of approbation of the technology of development of high school students' creativity by means of creative situational-cooperative writing in a foreign language, analytical and statistically processed data prove the effectiveness of the proposed technology, the increasing level of students' creative activity in the process of production of written cooperative works on the basis of specified situational parameters aimed at social and professional self-determination of high school students. The level of readiness of high school students for social and professional self-determination, for creative writing in a foreign language being generated in the conditions of productive collaboration is significantly increased. The prospects for the research: creatively-oriented, productive learning should be introduced on a systematic, ongoing basis. Achievement of qualitative and quantitative learning outcomes should take place in the context of a individually oriented development of students' creative abilities. The study may be interesting for teachers of high schools, teachers of pedagogical universities, researchers who analyze the processes of self-determination of schoolchildren, and improvement of the system of methodological preparation of students - future teachers of foreign languages.

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