Formation of critical thinking skills through discussion practices in English classes

the article is devoted to assessing the productivity of discussion forms of work in the formation of critical thinking skills in English classes. The relevance of the study is determined by the need to overcome typical learning barriers: reduced learning motivation and speech anxiety through the integration of an emotional-intellectual approach. Scientific novelty lies in the presentation of the author's LIFE TALK™ methodology, conceptually linking the acquisition of a foreign language with the development of soft skills through work with authentic life scenarios. The work reveals the key principles of the methodology, based on the communicative paradigm and personality-oriented pedagogical logic. The results of its practical testing in private language schools are presented. Special attention is paid to how mini-debates and structured discussions contribute to the development of argumentative competence, cognitive plasticity and respect for alternative points of view. The purpose of the study is to demonstrate how the inclusion of the emotional component and personal experience of students in language practice becomes an important condition for the sustainable development of critical thinking. The methodological complex includes an analysis of scientific literature, a description and case analysis of the LIFE TALK™ methodology, as well as a synthesis of theoretical provisions with the obtained practical data. In conclusion, conclusions are formulated about the superiority of emotionally engaging approaches. The article is addressed to foreign language teachers, methodologists, heads of educational centers and researchers in the field of pedagogy.

critical thinking, discussion practices, teaching English, emotional intelligence, communicative approach, soft skills, speech barrier, LIFE TALK™, mini-debates, student-centered learning