CRITICAL THINKING DEVELOPMENT OF NON-LINGUISTIC STUDENTS THROUGH THE EDUCATIONAL FOREIGN-LANGUAGE TEXT
DOI: 10.23951/2307-6127-2021-2-124-134
The article considers the process of students’ critical thinking development through the English language resources. The authors highlight the importance of English in the developing of students’ universal competencies and their adaption to the current professional requirements. The article outlines the essential critical thinking skills that allow students to comprehend the received material, break down the material into its constituent parts, to distinguish relevant information from extraneous material, to synthesize, to infer and evaluate it. The educational foreign-language text is used as a means of students’ critical thinking development. The authors emphasize the text’s multifunction nature and its contribution into enhancement of students’ thinking activity. Despite the teachers’ keen interest in the process of critical thinking developing some authors prove the lack of methods and techniques promoting its growth. The article gives an overview of Bloom’s taxonomy and outlines its application in the educational process. The taxonomy is widely used to set educational objectives, to formulate motivating exercises and monitor headway in knowledge and skills developing. The study shows that not all textbooks and tasks are intended to enhance critical thinking skills. So, the authors analyzed their English textbook and changed their approach to work with the texts. The article describes the experience proving that new challenging tasks help students comprehend the received information, distinguish relevant facts, summarize and learn to evaluate.
Keywords: foreign language, universal competencies, critical thinking, educational foreign-language text, Bloom’s taxonomy
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Issue: 2, 2021
Series of issue: Issue 2
Rubric: SOCIOCULTURAL APPROACH IN EDUCATION
Pages: 124 — 134
Downloads: 763