MODERN MEANS OF THE DEVELOPMENT OF CRITICAL THINKING IN FOREING LANGUAGE LEARNING

Abstract

The article aims to bridge the gap between theoretical frameworks of critical thinking and their practical application in language classrooms, providing educators with actionable insights and evidence-based recommendations.

Methodology employs a mixed-methods approach grounded in contemporary pedagogical theory and informed by over two decades of professional teaching practice in foreign language education. It proposes an approach for teaching critical analysis, comparison of information from opposing points of view, how to develop the evidence to support a particular point of view. It presents the ways to examine the new information carefully. It evaluates new ideas. The following paper determines the total value of students’ new knowledge based on their own needs and goals. It forms student’s own opinion. It is important to admit how necessary to create conditions for selection of verbal behavior and solve independent problems. It teaches to make a decision at English lessons. The learning of modern competitive specialists in educational establishments is not possible without using of methods of critical thinking.

Scientific novelty of this research lies in its integrative perspective on critical thinking development within foreign language education through the lens of modern digital and interactive methodologies. Unlike traditional studies that treat language acquisition and critical thinking as separate domains, this work demonstrates their interdependence and mutual reinforcement. Cinquain implements an important role among them. The features of using cinquain in English teaching are considered.  Using cinquain is an effective technic to enhance the cognitive and creative activity of students. It does not only help to organize the dialogue, but also improve the skills of text analysis, promotes individualization of learning, provides speech development. Using of the proposed method has a positive impact on the development and improvement of students’ skills in foreign language learning. It gives them opportunities for self-expression and self-realization by means of foreign language.

The article concludes that sustainable development of critical thinking in foreign language learning requires a systematic, technology-supported, and learner-centered approach. Future research should focus on longitudinal studies and cross-cultural comparisons to further validate and expand these findings.