LINGUISTIC CREATIVITY, RULE AND RELEVANCE OF COGNITIVE THEORY TO LANGUAGE TEACHING AND LEARNING

Linguistic creativity related with language skills. Competency in itself means the ability to speak, use language, use words effectively and be able to use good grammar and develop a good word or a sentence of the person in their environment. Creativity not only contributes to increasing students’ motivation but also promotes problem solving, a higher order thinking skill. Creativity in language is not only a property of especially skilled and gifted language users, but is pervasive in routine everyday practice. Language users who creatively design meaning are in the focus of attention, with the consequence of interactional functions of creativity being shed light on alongside the textual analysis of poetic form.

Language has always played a certain role in the history of psychology. According to Stern (1983: 291) psychology can be defined as the science of the mental life and behavior of the individual. Psychology studies the behavior , activities, conduct, and mental processes. Since speech is one of the features that distinguishes man most clearly from other species, it becomes an object of psychological enquiry. From about 1900 the objects of psychological studies paid attention to not only the learning, memory, thinking and intelligence (the higher mental processes), but also to the emotions, personality, psychological growth of the child, and the measurement of individual differences. the cognitive view takes the learner to be an active processor of information (see Ausubel et al., 1978). Learning and using a rule require learners to think, that is, to apply their mental powers in order to distil a workable generative rule from the mass of data presented, and then to analyze the situations where the application of the rule would be useful or appropriate. Learning, then, is a process in which the learner actively tries to make sense of data, and learning can be said to have taken place when the learner has managed to impose some sort of meaningful interpretation or pattern on the data. This may sound complex, but in simple terms what it means is that we learn by thinking about and trying to make sense of what we see, feel and hear. (Hutchinson & Waters, 1987 : 43).

There are two ways to conceive of how thoughts are communicated from one person to another. The first way is through the use of strict coding and decoding, (such as is used with Morse code). In this approach the speaker/author encodes their thoughts and transmits them to their audience. The audience receives the encoded message and decodes it to arrive at the meaning the speaker/author intended. This can be visualized as follows:

Speaker's thought/intention ⇒ encoded ⇒ transmitted ⇒ decoded ⇒ intention/thought understood.

Uncovering some of the most common misconceptions about the field. Language as a general phenomenon and took a look at English in particular. The relevance of linguistics to education professionals, specifically primary and secondary school teacher.

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