The development of critical thinking in language students in the process of teaching analytical reading at a macro level

this article explores how critical thinking can be developed through analytical reading in a foreign language at a university specialising in pedagogy, where English is studied as the first foreign language. The study aims to examine new methods of fostering thinking skills and abilities via a foreign language. Analytical reading improves the ability to analyse information, evaluate its reliability, understand the behaviour of interacting subjects, and make decisions and draw inferences – all of which are necessary for critical thinking. The pre-textual, textual and post-textual stages enable students to gradually develop synthetic and analytical reading skills. When discussing plot, atmosphere, context, narrative and style, students are encouraged to compare and contrast facts, apply their own experiences and understand the content of what they have read. This allows them to develop a deeper understanding of the content and formulate their own opinions on the subject. Modern, authentic works are chosen as reading material. Experiential learning shows that, through active thinking and discussion in the classroom based on the evaluation and comprehension of facts and events, students learn to interpret the author's position and develop their own stance on what they read. This process also helps them to develop cognitive skills as part of critical thinking.

analytical reading, critical thinking, skills, types of speech activities, phasing, reflection