Применение кoммуникативнoгo метoда при oбучении гoвoрению

Серия «Педагогика». № 4(76)/2014 
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UDC 37.013 
A.K.Ospanova, А.Ye.Seiylkhanova 
Ye.A.Buketov Karaganda State University 
(E-mail: glamorous_aida@mail.ru) 
Critical thinking as a means of enhancing individual  
independent students’ work 
The article deals with the problem of developing critical thinking skills by the means of enhancing independ-
ent work of students. Independent work of students is connected with realization of practical tasks providing 
development of logical thinking, creative activity and the research approach in understanding educational ma-
terial. Independent work promotes development of students’ capabilities to the self-education and self-
development, skills of critical thinking. The success of developing the critical thinking skills depends on the 
organization of group work, in other words «team approach». It was considered as the way of training learn-
ers’ critical thinking skills. 
Key words: thinking, information, critical thinking, independent work, group work, communicative compe-
tence, methods, self-directed thinking. 
 
Development of society is characterized by increasing dynamism, globalization of the society, change 
of social values and formation qualitatively new types and forms of activity. The demand of a foreign lan-
guage in society requires improvement of educational system in a foreign language and improvement the 
quality of training specialists in this sphere. The purpose of foreign education is communicative competence 
of future experts, readiness and ability to communicate at intercultural level. Modern society is in the process 
of qualitatively new form of the existence — information society and in wider context — information civili-
zation. The future specialist should be freely guided in variety of complex social, scientific and technical, 
economic and political problems have an ability to solve them properly, creatively, from absolutely new po-
sitions. However, the higher school is fall back from the level of world civilization and not fully cope with a 
problem of preparation the thinking expert.  
Nowadays the role of information and knowledge increases in all spheres of social development. 
Knowledge and qualification play an important role in human life in the world of information. To possess 
with the information in the native language is already not enough for any experts. The great importance of 
training foreign languages, formation of foreign communicative competence, is raised.  Work with infor-
mation in any language demands formation of certain intellectual abilities: abilities to analyze information, to 
select the necessary facts, build them in logic sequence, abilities to put forward arguments and counterargu-
ments and other. And it concerns both, receptive and productive types of speech activity. Preparation of the 
young specialist with the creative abilities, critical thinking and professional competence, capable to adapt 
for fast-changing conditions and to make decisions assumes usage of problem methods. It is extremely diffi-
cult to motivate modern student to educational activity, to search the ways of achieving purpose. The main 
reason of it lies on insufficiently high level of critical thinking development. Due to the reason of foreign 
education, formation of foreign communicative competence, the use of critical thinking skills in educational 
process of foreign language should promote formation the ability and readiness for communication and mu-
tual understanding with representatives of other country.  
This principle makes actual the comprehensive study the concept of critical thinking, and also the way 
of its integration to educational process of foreign language for achieving the main purpose of foreign educa-
tion — formations of foreign communicative competence.  
One of the valuable points of view of psychologists, philosophers, teachers who argue that communica-
tive competence is productive only in case when person have critical thinking. As in a whole, critical think-
ing is considered as a form of intellectual and creative activity of the people living in the world overflowed 
with information and in particular, as effective technology, promoting formation of communicative compe-
tence of students.  
Importance of the students’ independent work is indisputable, because of reducing the volume of class 
activities and promoting development of students’ capabilities to the self-education and self-development. 
The learners of modern school and high school who will live and work in a future in a postindustrial society 
can possess such qualities, as: 

A.K.Ospanova, А.Ye.Seiylkhanova 
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Вестник Карагандинского университета 
 Flexibly adapt in changing reality situations, independently acquiring necessary knowledge, skillfully 
putting them into practice for making decision of various problems in order to have possibility to find in it 
the place throughout all life. 
 To think critically, be able to see difficulties arising in the real world and try to search ways of its 
overcoming, using modern technologies; realize, where and how acquired knowledge can be applied in the 
real world; to be able to generate new ideas, think creatively; 
 Competently work with information: to be able to analyze, to put forward the problem solving hypoth-
eses, to make necessary generalization, comparisons of similar or alternative variants,  formulate reasoned 
conclusions and on it basis to reveal and solve these new problems. 
 to be sociable, contact with various social groups, to be able to work together in different areas, pre-
venting conflict situations or skillfully leaving them [1]. 
One of the important tasks of reforming education that was noted in President's N.A.Nazarbayev letter 
is an improvementof education quality and qualification for training the specialist highly demanded in any 
other country [2]. The student, future specialist should be professional in his sphere. His acknowledgement 
as skilled and competent specialist depends on his ability to express thoughts and positions more accessible 
and free. Today the society needs the specialists who are able to make decision independently, show initia-
tives, own skills of using innovative technologies and variety of methods of achieving the goal. Student 
training according to credit technology is directed to creation the conditions for training of the learners’ in-
dependence, responsibility and development of intellectual and creative capabilities. For this purpose, the 
student «from passive contemplate absorber» of scientific information, the diligent contractor» should turn 
into «the creative receiver and «active converter of studied knowledge». The aim of this technology is devel-
opment of creative intelligence, flexible thinking. [3] One of the approaches directed to enhancement of stu-
dents’ creative activity, development of their abilities to analyze and put forward hypotheses, to reveal prob-
lems and independently solve them is the formation of critical thinking skills. The problem of developing the 
critical thinking skills becomes relevant abroad last 15–20 years. Among researchers who deal with this 
problem from the pedagogical and psychological point of view are such researchers, as B.Bejer, Dzhudi 
A.Braus, D.Halpern, C.Templ, D.Kluster. Among the native scientists, studying the technology of critical 
thinking are Shakirova D.M., Shragina L.I., Korzhuev V.A., Sorin B., etc. American scientist Pol R.U. con-
sidered the notion of critical thinking as the disciplined, self-directed thinking, which illustrates thought im-
provements corresponding to a specific method. It is divided into two forms. If a person consciously re-
sponds for interests of a specific individual or group, excepting separate people and groups, it is sophistical 
or weak sense of critical thinking. If a person consciously takes into account interests of various people or 
groups, it is fair or strong sense of critical thinking [4]. He also asserted that in critical reflection we use our 
command of thought’s elements to adjust our thinking for logic requirements of type or thought method. If 
we have got used to think critically in strong sense, i.e. in the interests of other people or groups we develop 
special lines of thinking: intellectual humility, intellectual bravery, intellectual persistence, intellectual honesty, 
and trust to the reason. D.Djui considered critical thinking as complicated activity, content based learning [5]. 
Modern researchers D.H.Klark and A.U.Bidl determine this notion as the process, with the help of which our 
mind converts information for understanding the established ideas and creating new ideas for solving prob-
lems [6]. Dzhudi A. Braus and David Wood determine critical thinking as intelligent reflective thinking fo-
cusing on the decision of definite problems. The critical thinking, in their opinion, is a search of common 
sense namely how to judge objectively and act logically, taking into account not only one’s point of view, 
but also the other opinions and try to refuse from own beliefs. 
D. Kluster pointed out that comparing critical thinking with such thought processes, as memorizing, un-
derstanding and creative, intuitive thinking is impossible. Importance of development of the memory is high, 
but at the same time, memorizing is not thinking. Development of intelligence is connected not with memory 
operation, but with development of independent thinking. The author considers it as one of the primary con-
dition of critical thinking. All these three cogitative operations are only necessary conditions of critical think-
ing. However even all these three operations are not critical thinking at all. According to David Kluster no-
tion «the critical thinking» consists of 5 points [6]. First, the critical thinking is independent thinking. When 
the activity is developed accountant of critical thinking, everyone formulates the ideas, estimations and belief 
irrespective of others. Nobody can critically think for us, we do it only for ourselves. Hence, thinking can be 
critical only when it has individual character. Learners should think on their own and independently solve the 
complicated problems. So, for example: training of students for independent mastery of the content of mate-
rial, abilities and skill. Thus, independence is the first and, probably, major characteristic of critical thinking. 

Critical thinking as a means… 
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Secondly, the information is a beginning, but not a final point of critical thinking. As it’s said, «it is difficult 
to think with an empty pate». To generate complex idea, it is necessary to process mountain «raw» — the 
facts, ideas, texts, the given theories, concepts. Thirdly, the critical thinking begins with the statement of 
questions and explanation of problems which need to be solved. All of us know that the person is very curi-
ous by nature and always aspires to know all the newest, «fresh». Curiosity is the integral property of all life. 
The critical thinking as philosopher, teacher D.Dyu said, arises only when trainees start to deal with a con-
crete problem. Fourthly, the critical thinking aspires to the convincing argument. Critically thinking person 
finds own problem’s resolution and supports it with a reasonable, sound arguments. He also understands that 
other decisions of the same problem are possible, and tries to prove that chosen by him decision is more log-
ical and more rational than the other. Any argument contains three basic elements. Basic element of an ar-
gument is the statement. The statement is supported by a number of arguments. Each argument, in turn, is 
supported with proofs. We can use endurances from the text, a personal experience and everything that is 
used as an argument. Critically thinking person armed with strong arguments, is capable to resist to the opin-
ion of the majority. And, at last, fifthly, the critical thinking is social thinking. When we argue, read, discuss, 
object and exchange opinions with other people, we specify and we deepen in our own position. Therefore 
teachers always try to use every possible way of pair and group work, organize discussions, written works etc. 
The made analysis allows us to conclude that scientists and researchers have no common approach to 
determination of the notion of critical thinking. However the majority of them consider critical thinking to be 
as an individual thinking. According to our point of view — the critical thinking — is a development of in-
dependent thinking aimed at processing of the information for creation and decision of new ideas and prob-
lems. Critical thinking means the ability to continuous treat the surrounding world, find and estimate on ob-
jective way receiving information, compare and analyze various points of view, understand complexity and 
discrepancy of the public beliefs. In other words, critically thinking person should solve all problems inde-
pendently; support these decisions with reasonable arguments. The possessing of critical thinking skills de-
velop prevent one’s own weak point, serves as means of comprehension of personal and social problems. 
The major indicator of critical thinking is its efficiency and independence. The effective thinking speaks 
about capability of the person to think logically and consistently, about ability to solve problems quickly and 
creatively, do correct comparisons, formulate substantiated conclusions, make decisions. Independence of 
thinking specifies on its free-thinking, allowing to resist to the person point of view and to overcome barriers 
and obstacles in own consciousness. 
Hence, the main objective of training the critical thinking skills is the expansion of cogitative compe-
tence for effective solution of social, scientific and practical problems, and also for stimulation of the promo-
tion of new ideas, innovations. As developing thinking skills should become a training chief goal, there is an 
acute problem — how to teach students to think. Problem of training the critical thinking skills remains actual. 
Many researchers assumed their own technologies of training the critical thinking [7, 8]. One of the basic con-
ditions and forms of developing the given thinking is a group work, in other words «team approach». 
The command — is the small group of people possessing skills of interchangeability, jointly working for 
accomplishment of the common aim and bearing responsibility before each other for its accomplishment. 
Command work is active process of teamwork for achievement of common aim [8]. Creating an effective 
command means distribution of certain social roles, and also availability of the signs, which are necessary 
for achievement the group’s common aim. 
Ability to think critically and work in a command inseparably interrelated among themselves. The per-
son, who has intended on the criticism, should be sure and know exactly that his reflective capabilities 
should prevail in contrast with others. The criticism is some kind of rivalry, and those, who won't take care 
of his capability to think critically, doomed to defeat. The critical thinking is social thinking and it is com-
pletely shown at a public statement, in discussion, dispute, during the solution of group tasks, when there is 
an interaction between the teacher and students and students among themselves. Students are equal partici-
pants of training and perceive it as exchanging experience between them and the teacher. The relationships 
developing between the teacher and pupils «release the teacher from a role of the know-it-all. But the role of 
organizer of cognitive teaching process is of no less importance [8]. Developing critical thinking skills in 
group work are based on following psychological principles (Osborn, 1957). 
1.  The group work stimulates processes of developing new ideas. It was revealed that the person of av-
erage capabilities working in a group could increase twice his ability to solve problems. Working in a group 
he is given opportunity to find problem solution in numerous ways, on the other hand one person’s thought 
generates new ideas of others. 

A.K.Ospanova, А.Ye.Seiylkhanova 
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Вестник Карагандинского университета 
2.  Besides the group work develops sense of competition between members of the group. While the 
competition doesn’t cause critical and hostile installations, it promotes an intensification of creative process 
as each participant tries to surpass another in promotion of new ideas. 
3.  The increase of the quantity of ideas causes increase the quality of it. On the base of Osborn’s re-
search, he came to the conclusion that there is an interrelation between quantity and quality of ideas and 
problems. In Osborn’s opinion, the latest 50 ideas are more useful, than the first 50. It is obvious that in pro-
cess of group work on promotion and solution of new ideas and problems, level of critical thinking skills is 
being raised, according to which the quality of ideas and problems raises too. 
4.  Brain storming will be held more effectively if participants of group will work together for several 
days, which leads to raise of quality of suggested ideas. Apparently, for occurrence of some ideas the certain 
period of their «maturing» is required. 
5.  From the psychological point of view, the estimation of learners’ ideas and solution is done not by 
themselves, but by other people, due to the fact that the lack of one’s creativity is not always noticed. 
Thus, the most effective model of training the critical thinking is command work which allows to de-
velop such qualities as: independence, inquisitiveness, ability to make independent estimations. The group 
should possess certain qualities, abilities to think critically and work in a command and etc. 
One of the varieties of «team approach» directed on the development of independence and critical 
thinking is the project method. In the content of project method lies development of informative skills of 
learners, abilities to be guided in information field, development of critical thinking. The project method is 
directed on development of reflective thinking, i.e. ability to form further plans; accurately reveal the sense, 
linking results with the purposes, self-examination and a self-appraisal. In the content of project method lies 
the term «project»; its oriented on the result which can be received during solution of practically or theoreti-
cally significant problems. This result can be seen and applied in real practical activities. In order to achieve 
such result, it is necessary to teach think independently, find and solve students’ problems, ability to predict 
results and possible consequences of different variants of solution. The project method is focused on inde-
pendent activity of learners — individual, pair, group which students carry out during a certain period of 
time. This method is organically combined with group (collaborative or cooperative learning) methods. The 
project method always assumes the decision of any problem. The problem resolution provides, on the one 
hand, use of set, various methods, tutorials, and on the other hand, assumes necessity of knowledge integra-
tion, abilities to apply knowledge from various areas of a science, technics, technology. The results of per-
formed projects should be realized as a final product, i.e. as a solution of theoretical problem, as a concrete 
result, which is possible to use in a real practical life. (at a lesson, at school, in real life). If we deal with pro-
ject methods as pedagogical technology, it assumes set of method, research and problem solving character, 
creative in its nature. The given form of organizing training, allows to its raise efficiency. It provides the sys-
tem of effective feedback that promotes development of personality, self-perfection and self-realization both 
learners and teachers, who are involved in project method. There given new possibility to realize own expe-
rience, to enhance professional skills, to deepen the pedagogical collaboration, directed on strengthening 
intersubject relations and to work out requirements unity. The project method in the technology of critical 
thinking training allows improving students’ cognitive activity and forms a number of common cultural and 
professional competences. Learners gradually gain all necessary skills of self-education, are capable of think-
ing independently and critically, have an ability to overcome difficulties. 
Thus, usage of the project methods allows to develop learners’ critical thinking skills: abilities to ana-
lyze independently; think creatively; to give reasonable argument of one’s positions; problem solution. 
Learner should be involved in educational process and be active participants, who are capable of express 
their thoughts creatively on the problem, demonstrate one understands, give reason, argue etc. Each person 
should find any way of solving problems, creative approach; at the same time give reasonable arguments to 
the problem. The task of teachers lies in development learners’ critical thinking, which is support of learners  
in their search of ideas and knowledge in a context, which is already available; orientation of learners to the  
choice of true information; to be objective and honesty in an estimation; and also stimulation of independent 
activity, development  self-educational and self-organizational mechanisms. 
 
 

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