The use of critical thinking technology and project technology in the formation of speaking and writing skills in the RFL

Relevance. The given research is relevant due to the necessity to develop student skills of independent creative thinking and readiness for professional implementation in language classes at a military university.

Goal is to reveal the effectiveness of project technology and critical thinking technology in the process of teaching Russian to foreign military students at the pre-university and university stages.

Procedure and methods. The main subject of the research is the analysis of classes in Russian as a Foreign Language (hereinafter RFL) at early stages of learning. Personal experience has been summarized in the use of these technologies at pre-university and university stages of learning and at university stages with taking into account students’ specialization. The following methods of empirical research are applied: observation, comparison, analysis, establishing a connection between the results of the application of project technology and the technology of developing critical thinking in the process of RFL at pre-university stage and the results of the use of these two technologies at university stage of learning.

Scientific novelty/theoretical and/or practical significance. The theoretical significance of the research is in the fact that in the course of the work the didactic possibilities of using modern technologies in teaching, a set of factors affecting the effectiveness of the formation of communicative and professional competence is established. Project technology and critical thinking technology described in the article can be used by teachers of RFL while writing textbooks as well as in practical work in class with foreign students in military and civil universities.

Results: In the course of the research the following results were obtained indicating that the systematic use of project technology and critical thinking technology at different stages of learning contributes to the more effective development of speech-thinking activity of students (in speaking and writing in particular) as well as the formation of a secondary cultural and linguistic personality.

Conclusion: The regular application of project technology and critical thinking development technology at different stages of learning contributes to the principle of a communicative-activity approach implementation and student necessary speech behavior formation in the educational and professional spheres.

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