Critical thinking skills are as mandatory for a modern young competitive specialist, a graduate of a non-linguistic university, as the ability to conduct professional activities in a foreign language and computer literacy. The lack of critical thinking skills development methods determines the relevance of the research related to the development of methodological support of the critical thinking skills development in the framework of professionally oriented foreign-language education/ESP teaching in non-linguistic universities. Critical thinking is a special kind of cognitive activity that is closely related to the use of practical reasoning and intelligence. This is the possession of a system of assumptions that is used to analyze phenomena, information and events, and allows you to make grounded assessments and interpretations, to use extrapolation, to draw conclusions, and to correctly apply the obtained results to various situations and solve specific problems. The authors propose to consider critical thinking as a set of skills such as making assumptions, analyzing arguments, drawing inferences, deduction, interpreting information and making hypotheses. We assume that the development of each skill separately should lead to the formation of a complex skill of critical thinking. The formation of the development of the above-mentioned skills can be integrated into the foreign languages teaching in the process of training technical specialists, as part of the formation of foreign language communicative competence. After testing, which revealed the level of formation of various skills that make up the complex skill of critical thinking, the authors developed a set of exercises aimed at the formation and development of critical thinking skills. The approbation showed students interest in new types of exercises in foreign language classes. The results of this work can be used in the framework of teaching foreign languages (ESP) in non-linguistic universities.
The article is devoted to the development of the technology of an individual path of teaching a foreign language, considering the student's self-assessment in a technical university. The theoretical and practical lack of elaboration of this problem both at the psychological and pedagogical levels in the domestic educational system makes our research relevant. Currently, the requirements imposed on a university graduate often do not coincide with the requirements that a future specialist imposes on himself. There is an internal contradiction and conflict, both interpersonal and intrapersonal. To minimize this discomfort, the authors of the article propose to build the educational process according to the requirements of the university and the desires of students, using the technology of individual educational path. The authors consider in detail the concept of «self-assessment» from a psychological point of view, the understanding and awareness of their level of knowledge in a foreign language will help in the development of these skills and abilities. In this paper, students independently determined the level of their skills and abilities to read and write in a foreign language according to the proposed test. Then the level of foreign language proficiency of students was analyzed based on the Common European Framework of Reference for Languages, highlighting the features of self-assessment of foreign language proficiency (reading and writing) of students. The paper provides recommendations on the implementation of the technology of individual learning trajectory in the educational process according to the data obtained on self-assessment and assessment of the level of proficiency in reading and writing based on the Common European Framework of Reference for Languages to ensure the effectiveness of teaching foreign languages to students of technical specialties.
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