DEVELOPMENT OF STUDENTS’ LINGUISTIC CREATIVITY BASED ON THE THEMATIC ORGANIZATION OF THE LANGUAGE MATERIAL

The article discusses the development of linguistic creativity in teaching the discipline «Stylistics and literary editing» for students of the specialties «Advertising and Public Relations» and «Internet Marketing». The relevance of this research is due to the fact that future specialists in the field of advertising should be quickly and effectively involved in the creative process, without which it is impossible to imagine the creation of creative language units in modern copywriting.
The purpose is to describe the creative work of students based on the thematic organization of language material, to present tasks with which the teacher develops linguocreative thinking.
The research methods in our case were: theoretical (study, analysis and synthesis of scientific literature in the field of linguistics, pedagogy, teaching methods; learning outcomes after the experiment), empirical — observation during the pedagogical process, statistical – registration method. The theoretical and methodological basis of this study was the works of domestic and foreign scientists devoted to the consideration of language play, linguocreativity. The result of the developed methodology are tasks aimed at the development of linguistic creativity, as well as bright and attention-grabbing names of goods and services created by students, advertising headlines and slogans that can be used both in classes when teaching language disciplines and directly in advertising activities. The author of the article came to the conclusion: such work makes it possible to enrich the vocabulary, to find words more capacious in meaning, suitable for introduction into a given context. In addition, creative work organized on the basis of the thematic organization of language material is performed much faster and is evaluated as bright and diverse. Studying the specifics of a particular advertising activity, creating linguistic units in one lexical plane, students imperceptibly become involved in the process of linguistic creativity, which we noted when analyzing new words, slogans, headlines created at the second stage of the pedagogical experiment.

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