THEORETICAL BASICS OF CRITICAL THINKING TEACHING

Abstract

This article explores the integration of critical thinking (CT) into foreign language learning, emphasizing its significance in enhancing learners’ cognitive and communicative competencies. According to a wide spread opinion CT can be defined as the capacity to analyze, evaluate and synthesize information, using independent and reflective processes of thinking. In the context of language learning, CT promotes better understanding and effective communication. The authors highlight various strategies for cultivating learners’ CT skills such as problem-solving tasks, debates, role-plays, and reflective exercises into the curriculum. Special attention is devoted to the role which CT plays in autonomous learning which provides students’ adaptability in the information age. Furthermore, the authors discuss the importance of assessment methods that promote CT, advocating for open-ended questions and projects over standardized multiple-choice tests. Such assessments provide students with opportunities to demonstrate their analytical abilities and apply language skills in meaningful ways. This research suggests that application of CT in language classrooms helps to improved academic performance. Students who have well developed CT skills are better prepared to navigate complex information, adapt to diverse communicative contexts, and participate actively in their learning processes. The study concludes that integrating CT into language education is essential for developing proficient and thoughtful communicators in today’s information society.