Developing Critical Thinking in Non-Linguistic Students as Part of Foreign Language Acquisition

Abstract

University graduates need flexible and critical thinking to be successful on the job market. New teaching methods develop universal competencies and soft skills that university students are obliged to obtain. The study focuses on the nature of critical thinking as a pedagogical term. The authors evaluated the teaching methods used in the course of Foreign Language to develop critical thinking in students of non-linguistic majors. The review of foreign and domestic publications combined with empirical studies yielded the following list of indicators of critical thinking skills acquired while learning a foreign language. The students a) are independent in judgment and assessment; b) are able to expresses their point of view based on their own experience or verified data; c) are objective to alternative points of view; d) apply new information to their actual environment in order to facilitate problem solving. These indicators were used to evaluate students’ critical comprehension of information received and processed. The assessment involved essays, a written survey, and interviews. The students appreciated the effectiveness of essay writing, abstracting, and text analysis. They recognized the importance of critical thinking because it provides an objective, open-minded, and independent perception, which makes it possible to apply new information to professional tasks. The course of Foreign Language for Non-Linguistic Students demonstrated an excellent potential for such pedagogical tasks as developing universal competences.

Keywords

• universal competences
• critical thinking
• foreign language
• teaching methods
• abstract
• essay
• text
• learning environment
• non-linguistic students