THE CONCEPT OF DEVELOPING STUDENTS’ CRITICAL THINKING COMPETENCE BASED ON A DISCURSIVE-CRITICAL APPROACH

Abstract

This article discusses the concept of developing students’ critical thinking competence through a discursive-critical approach in English language teaching. The paper analyzes the theoretical and methodological foundations of critical thinking, discourse analysis, communicative competence and task-based learning. Special attention is paid to the relationship between discourse, context, argumentation, reflection and independent judgment. The article substantiates that a discursive-critical approach enables students to analyze texts, identify implicit meanings, evaluate arguments, understand the author’s position and express their own reasoned viewpoints in English. A conceptual model based on awareness, analysis, evaluation, argumentation and reflective conclusion is proposed as an effective methodological basis for developing students’ critical thinking competence.