SECOND LANGUAGE ACQUISITION FEATURES IN LINGUISTICS STUDENTS WITH DIFFERENT LEVEL OF CREATIVITY

Many researchers reported the significance of creativity in learning a second/foreign language (SL/FL) and language use: students who hope to make progress in their language skills beyond the elementary phrases, must learn to create with the language, or make use of language creatively. In our previous study, we tested the hypothesis of a positive relationship between FL acquisition (FLA) and the creativity in university linguistics students. But, contrary to the hypothesis, we revealed only few correlations between the creativity indicators and FLA assessments. We assumed that the relationship between creativity and FL proficiency may vary depending on the level of creativity. Based on this, the purpose of present study is to compare the features of FL proficiency among students with different creativity levels. The sample includes 127 (82% - female) first- and second-year university students in the Linguistics Department, 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 task and two non-verbal creativity tasks. We used indicators for each tasks separately, total indicators of fluency, originality, elaboration, flexibility, and the total creativity index (CI). To assess language proficiency we used: (1) the semester final grades by English (from 0 to 100), and English teachers' assessment of FLA in their students by authors' expert scale. The expert scale includes 10 indicators related to different aspects of FL proficiency like: listening skills, reading in English, vocabulary, speaking skills; communication, pronunciation as well as indicators of personality characteristics that may be associated with the FLA process (initiative, diligence, creativity in learning English). The descriptive statistics methods, coefficients Cronbach' a and McDonald's w, Kruskal-Wallis test, 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 3.6.1., psych package version 1.9.6. Contrary to expectations, the comparison of FL proficiency assessments between the groups of students with low (N = 37), middle (N = 58) and high (N = 32) levels of creativity, didn't show any significant differences. However, the differences between students' groups with different creativity levels are clearly manifested in the correlations between the FL proficiency assessments and creativity indicators. The most closely studied variables are linked in the group of students with low level of creativity: there were found positive correlations of FL proficiency assessments with the indicators of the second non-verbal task, as well as negative correlations with elaboration and originality indicators. The studied variables are less closely connected in the students' group with middle level of creativity. Although, there are significant correlations between FL proficiency assessments and CI in this group. Only three positive significant correlations between FL proficiency assessments and creativity indicators were found in a high level creativity group.