РАЗВИТИЕ УМЕНИЙ ГОВОРЕНИЯ НА АНГЛИЙСКОМ ЯЗЫКЕ У ПОДРОСТКОВ С ИСПОЛЬЗОВАНИЕМ ТВОРЧЕСКИХ ВИДОВ ДЕЯТЕЛЬНОСТИ

INTRODUCTION 4
CHAPTER 1. THEORETICAL ASPECTS OF ENGLISH SPEAKING SKILLS DEVELOPMENT IN ADOLESCENTS USING CREATIVE ACTIVITIES 7
1.1. Age characteristics of adolescents in the framework of foreign language teaching 7
1.2. Peculiarities of English speaking skills development in adolescents 10
1.3. Creative approach to English speaking skills development in adolescents 18
Conclusions on Chapter 1 34
CHAPTER 2. PEDAGOGICAL ANALYSIS OF ENGLISH SPEAKING SKILLS DEVELOPMENT IN ADOLESCENTS ON THE BASIS OF CREATIVE ACTIVITIES 36
2.1. Study of the English speaking skills development level in adolescents 36
2.2. Experimental work on adolescents’ English speaking skills development using creative activities 43
2.3. Analysis of the dynamics of English speaking skills development in adolescents 54
Conclusions on Chapter 2 59
CONCLUSION 61
REFERENCE LIST 63
APPENDIX 67

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The relevance of the research. The development of speaking skills in a foreign language among adolescents provides a developing character of a foreign language education, contributing to the realization of the creative potential of the student personality. Nevertheless, the content and organizational aspects of the development of speaking skills in a foreign language do not always provide a high level of cognitive motivation of adolescents. In this regard, the problem of using creative activities that contribute to the effectiveness of the development of speaking skills in a foreign language among adolescent students remains acute.
The integration of creative activities into foreign language education can significantly enhance the engagement and motivation of adolescent learners. Using elements such as role-playing, project-based learning and creative writing, teachers can create a more dynamic and interactive learning environment. These activities not only make the learning process more enjoyable, but also help students learn the language better through practical and meaningful use. Creative tasks encourage students to think critically and express their thoughts more freely, which is necessary for the development of speaking skills in both monologues and dialogues.
Observation of the speech behavior of adolescents in English lessons, control of the skills of monological and dialogical utterances suggest that more attention should be paid to such aspects as content and interactivity. It is in the process of using various types of creative activities, including visual, musical, theatrical, that the enrichment of teenagers' speech experience with new emotions is achieved. This approach is aimed at improving the monological skills of students in terms of the content of the utterance. Interactivity in the composition of dialogues is achieved by introducing a creative motive into the activity. One of the most revealing moments in this regard is the use of role-playing games with elements of theatrical activity.

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CHAPTER 1. THEORETICAL ASPECTS OF ENGLISH SPEAKING SKILLS DEVELOPMENT IN ADOLESCENTS
USING CREATIVE ACTIVITIES
1.1. Age characteristics of adolescents in the framework of foreign language teaching
The effectiveness of teaching a foreign language in schools largely depends on how well the approaches and methods correspond to the age characteristics of students. According to many periodizations of personality development, adolescence is defined as the period of life from 11-12 to 14-15 years — the phase between childhood and youth. This is one of the most critical age periods, characterized by the rapid development of all the main components of personality and physiological changes caused by puberty [Zimnaya, 1991: 85].
Adolescence begins in high school. Learning and development in secondary school are markedly different from primary school, there are many new subjects and teachers. Although communication is especially important for teenagers, they do not neglect educational activities. As teenagers grow older, they become more prepared for educational activities that allow them to feel more mature. This willingness can serve as a motivation to learn. Independent forms of activity become attractive to teenagers, and they are more willing to learn methods of action when the teacher gives recommendations rather than direct instructions.
An important incentive for younger adolescents to study is the desire to occupy a certain position in the class and gain peer recognition. For adolescents, grades continue to matter because a high grade allows them to confirm their abilities. In late adolescence, many teenagers feel the need for professional self-determination, which is associated with the general tendency of this age to find their place in life. Therefore, the incentive to study may be a genuine interest in the subject and the pragmatic goal of the necessity of knowledge of certain subjects to enter various educational establishments.

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