Cite this article as:

Lukyanova M. I., Gmyzina G. N., Starostina N. N. Development of Critical Thinking of Students in the Process of Learning a Foreign Language. Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology, 2019, vol. 8, iss. 2, pp. 104-112. DOI: https://doi.org/10.18500/2304-9790-2019-8-2-104-112


UDC: 
378
Language: 
Russian

Development of Critical Thinking of Students in the Process of Learning a Foreign Language

Abstract: 

The goal of the research presented in the article is to develop a model for the development of critical thinking as a condition and method to successful mastering of a foreign language. The authors of the article demonstrate an interrelation between the development of critical thinking and the efficiency of mastering a foreign language by students who are majors in Linguistics (45.03.02 bachelor level). The hypothesis of the study: the application of the methodology of critical thinking development contributes to the efficiency of teaching students the English language. The authors identify and describe the methodological approaches necessary for the development of this model as well as give characteristics to pedagogical principles and pedagogical conditions, which are necessary for the implementation of this model in the process of teaching a foreign language. The article contains a detailed description of all stages of the critical thinking development methodology through reading and writing (RWCT) developed by American scholars J. Steele, K. Meredith and C. Temple, which is the main method of developing critical thinking in the framework of the studied model. The article proposes an adapted version of this methodology, which takes into account the specifics of the future professional activity of students participating in the experiment. An adapted version of the development of critical thinking method preserves a technological algorithm of the RWCT and it takes into account the specifics of the future professional activity of students when choosing methodological techniques.

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