Linguodidactic approaches to the development of critical thinking in language education students

Abstract

The relevance of the study is determined by the transformation of modern language education, the increasing role of digital communication, and the growing need to develop learners’ ability to critically analyze information, engage in reasoned interaction, and make independent communicative decisions. Under conditions of information overload and the active dissemination of digital content, traditional reproductive models of гуманітарної preparation prove insufficient for the development of analytical, reflective, and discursive skills, which actualizes the need to reconsider the linguodidactic foundations of language education. The purpose of the article is to substantiate modern linguodidactic approaches to the development of critical thinking among language education students in the context of the transformation of the educational environment and the digitalization of communicative practices. The research methods are based on theoretical generalization, analysis and synthesis of scientific sources, a structural-functional approach, logical-analytical modeling, and comparative analysis to determine the specific features of integrating critical thinking development technologies into the process of humanitarian training. Results. The study analyzes the essence of critical thinking as a functional component of modern language competence and identifies its role in the development of learners’ analytical, communicative, and reflective skills. The influence of modern linguodidactic approaches on the formation of the ability for reasoned communication, information interpretation, and critical evaluation of message content is examined. The expediency of using debate technologies, case methods, critical reading technologies, project-based learning, and digital interactive tools in the process of developing critical thinking is substantiated. The key scientific and practical problems are outlined, including the dominance of reproductive learning models, the fragmented integration of analytical technologies, the insufficient readiness of learners for reasoned speech interaction, and the limited adaptation of educational and methodological support to the modern digital environment. The conclusions emphasize that the effectiveness of critical thinking development in language education students is ensured through the systematic integration of linguodidactic, discursive, problem-oriented, and digital interactive approaches into the process of humanitarian training. Prospects for further research are associated with the development of adaptive models for integrating critical thinking development technologies and evaluating the effectiveness of digital tools in modern language education.