A THREE-COMPONENT MODEL OF CRITICAL THINKING IN PROFESSIONALLY-ORIENTED FOREIGN LANGUAGE EDUCATION

Author(s): Mekhontseva A.I.

Rubric: Methods and technologies of training and education

DOI: 10.21777/2500-2112-2026-3-66-75

Release: 2026-3 (56)

Pages: 66-75

Keywords: critical thinking, foreign language education, activity-based approach, authentic text, non-linguistic trends, metacognitive reflection, methodological design

Annotation: The article is devoted to one of the urgent and methodically complex problems of modern higher education – the development of students’ critical thinking. The approach of integrating two scientific platforms is considered: Western structural and descriptive models of critical thinking and the Russian psychological and pedagogical school (activity-based approach, theory of step-by-step formation of mental actions, the concept of developmental learning). The article substantiates a three-component model of critical thinking, constructed according to the logic of a non-linguistic student’s activity with an authentic foreign language professionally oriented text. Based on a comparative analysis of Western structural models and domestic concepts of step-by-step formation of mental actions, it is shown that the activity-based approach acts as an integrating basis. It allows us to transfer the general provisions about critical thinking into the area of methodical design. The proposed model includes cognitive, metacognitive, and dispositional components, each of which is linked to specific types of tasks and observed indicators of textual activity. The double cognitive load, traditionally interpreted as an obstacle, has been reinterpreted as a resource for forced metacognitive reflection.

Bibliography: Mekhontseva A.I. A THREE-COMPONENT MODEL OF CRITICAL THINKING IN PROFESSIONALLY-ORIENTED FOREIGN LANGUAGE EDUCATION // Education Resources and Technologies. – 2026. – № 3 (56). – С. 66-75. doi: 10.21777/2500-2112-2026-3-66-75