CRITICAL THINKING TECHNOLOGY AND PROJECT TECHNOLOGY IN THE FORMATION OF SPEAKING AND WRITING SKILLS IN RFL

Relevance. The relevance lies in the need to develop students' skills of independent creative thinking and readiness for professional implementation in language classes at a military university.

Aim. The purpose of the study is to identify the effectiveness of project technology and critical thinking technology in the process of teaching foreign servicemen the Russian language at the pre-university and university stages.

Methodology. The main content of the study is the analysis of classes in Russian as a foreign language (hereinafter RCT) at different stages of learning. The generalization of personal experience of the use of these technologies at the pre-university and university stages of training, and at the university stage – taking into account the specialty of students. 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 teaching Russian as a foreign language at the pre-university stage and the results of the use of these two technologies at the university stage of training.

Research implications. The theoretical significance of the study lies in the fact that in the course of the work the didactic possibilities of using modern technologies in teaching are highlighted, a set of factors affecting the effectiveness of the formation of communicative and professional competence is established. The experience of using project technology and critical thinking technology described in the article can be used by teachers of Russian as a foreign language when creating textbooks, as well as in practical work with foreign students in classes in both military and civilian universities.

Results. In the course of the study, the results were obtained indicating that the use of project technology and critical thinking technology at different stages of training contributes to the more effective development of speech-thinking activity (especially in speaking and writing) of foreign military specialists, as well as the formation of a secondary cultural and linguistic personality.

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

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