Results of the research have shown that the method of teaching verb tense forms through creative grammar tasks is effective since all aspects of creativity – fluency, flexibility, originality, elaboration, and appropriateness – contribute to the acquisition of verb tense forms. Learners’ self-assessment of creative task portfolios has demonstrated their attitude to creative practice of verb tense forms - they think that the most interesting and difficult parts are thinking and imagination they value opportunity to develop by means of creativity, self-editing, collaborative work. Observation of students’ activity in the lesson revealed attitudinal indicators of creativity: 1) openness to explore ideas: problem sensitivity, capacity for imagination, emotional sensitivity, adaptability, integration of dichotomies 2) listening to one’s inner voice: sense of purpose, persistence, autonomy and task-oriented behaviour, independence of thought, need for alone time. Measurement and analyses of pre-test and post-test results along with juxtaposition of two groups have proved that verb tense form ability of the target group has improved more intensively than linguistic performance of the parallel group. By means of observation and learners’ self-assessment the author has found the learners’ opinions on creative practice aimed at learning verb tense forms. The received data have been measured statistically and qualitatively descriptively analysed. The theoretical findings have been empirically researched in the English language classroom (10th form students). The author has characterized features of linguistic creativity, factors of a creative activity – the creative person, the creative product, the creative process, the creative environment, features of creative grammar tasks aimed at teaching/ learning the verb tense forms, aspects of learners’ assessment in related tasks. The goal of the research was to improve learners’ verb tense form knowledge by applying creative grammar tasks. Nevertheless, the matter of teaching/ learning verb tense forms through creative grammar tasks is still not fully revealed. Gerngross and Puchta (1994) have produced a set of creative grammar tasks. Surkova (2008) has developed aspects of linguistic creativity. Thornbury (2005) has highlighted a necessity to combine a product-view and a process-view of grammar. Ur (2001) has stressed the significance of viewing learning grammar as the means for communication itself. Importance of the theme is confirmed by the necessity to elaborate innovative methods for teaching grammar.
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The paper “Teaching/ Learning Verb Tense Forms through Creative Grammar Tasks” deals with issues how to improve learners’ verb tense form knowledge by applying relevant creative grammar tasks.
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