MODELING THE PROCESS OF DEVELOPING STUDENTS’ LINGUODIDACTIC THINKING BASED ON CREATIVE APPROACHES

Abstract

This paper examines the theoretical foundations and practical modeling of the process of developing students’ linguodidactic thinking through creative approaches in English language teaching. It explores the concept of linguodidactic thinking as an integration of linguistic knowledge and pedagogical competence, emphasizing its role in preparing future language teachers. Drawing on modern educational theories and creative pedagogy, the study proposes a structured model that incorporates motivation, knowledge acquisition, creative application, reflection, and integration stages. The research highlights that creative approaches such as task-based learning, problem-solving, and interactive activities significantly enhance students’ analytical, methodological, and reflective skills. Furthermore, it underlines the importance of teacher mediation, learner autonomy, and contextual learning in fostering effective linguodidactic thinking. The findings contribute to the fields of applied linguistics, teacher education, and innovative language pedagogy.