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necessary for learners to employ prefixes and roots: they must be able to split new
words into their component components, revealing the affixes and roots.
References
1.
Allen, V.F. (1993), TECHNIQUES IN VOCABULARY TEACHING, Oxford University
Press, New York.
2.
Brown, H. D. (2007). Principles of Language Learning and Teaching. New York: Longman.
Hiebert, E.H & Kamil, M. (2005) Teaching and Learning Vocabulary Bringing Research to.
3.
Carter, R. (1987), VOCABULARY, Rutledge, London.
4.
Hiebert, E.H & Kamil, M. (2005). Teaching and Learning Vocabulary Bringing Research to
Practice. United States: Lawrence Erlbaum Associates.
5.
French, F.G. (1972), TEACHING OF ENGLISH AS AN INTERNATIONAL LANGUAGE,
Oxford University Press, London.nces:
6.
Kaswan & Suprijadi, D. (2011). Language in Society. bandung: STKIP Siliwangi.
IMPROVING CRITICAL THINKING THROUGH AUTHENTIC MATERIALS
Donishova Ma
’
suma Bahodir qizi
student
Uzbekistan State World Languages University
Abstract
Improving students
’
critical thinking skills requires an active and engaging learning
process. This involves using effective teaching materials and methods to encourage students to think
critically. The teaching and learning process goes beyond simply receiving information from
instructors; it involves various activities aimed at achieving better learning outcomes. For instance,
tasks that stimulate critical thinking and the use of diverse teaching methods and models play a
crucial role in this process. Emphasizing experiential learning is essential for gaining valuable
insights. The success or failure of a learning endeavor greatly depends on this approach. Educators
play a vital role in developing students
’
critical thinking abilities, given the increasing importance of
this skill in everyday life. Many aspects of daily life require critical analysis, making it particularly
crucial for students, who represent the future generation of the society.
Key words
: critical thinking, problem-solving abilities, creativity, metacognition, effective,
communication, collaboration, innovation.
A nation
’
s wealth is largely dependent on its human capital. For a country to
progress and flourish, it needs strong support from its human resources in terms of both
quality and quantity. Enhancing the quality of human resources is crucial, especially in
the
context
of
navigating
the
challenges
of
the
21st
century.
Topical issues of language training
in the globalized world
97
In order to compete effectively on both national and global scales in the modern era,
individuals must possess a range of essential skills. These include critical thinking,
problem-solving abilities, creativity, metacognition, effective communication,
collaboration, innovation, ICT literacy, contextual learning capabilities for personal
growth, and proficiency in information and media literacy. These skills are essential
for individuals to succeed in an interconnected world (Greenstein, 2012).
Critical thinking can be taught by asking questions that make the students form their
own beliefs on common topics. Promoting group discussions enable the students to
listen to others and share their opinions. Imagination and creativity are the key to
developing critical thinking skills in elementary classes.
The methods and models of learning employed significantly influence the
critical thinking abilities of students who demonstrate low optimal critical thinking
skills. The overall percentage of students falling below the critical thinking criteria
stands at 80.9%. When examining specific indicators, the highest level of critical
thinking, as seen in problem formulation, stands at 65.9%, while the lowest, observed
in deductive reasoning, is at 54.6%. Students
’
deficiencies in critical thinking are
evident in their arguments, which often lack appropriate reasoning, logical
assumptions, and factual evaluation (Muhlisin et al., 2015). This suggests that the
current learning approaches are insufficient in nurturing critical thinking skills. In
science courses, students are expected to enhance their thinking abilities to meet
educational objectives. Critical thinking skills are crucial for navigating the challenges
of a globalized 21st-century world, aligning with the perspectives of Marin & Halpern
(2010) and Fahim & Pezeshk (2012), who view critical thinking as active reasoning
and deliberation essential for decision-making and evaluation in the face of modern
life
’
s complexities.
The primary approach to learning in basic science courses involves student
presentations, Q&A sessions, and discussions, comprising 71.4% of the learning
process. This method is consistently applied in each session, with specific activities
assigned at different stages: the instructor assigns tasks to students for group
Topical issues of language training
in the globalized world
98
discussions, paper creation, and group presentations on predetermined topics outlined
at the start of the course contract, along with Q&A sessions.
Improving critical thinking through authentic materials
Teaching takes various forms across disciplines, with English being
particularly significant due to its role in knowledge acquisition and vocabulary
development. Reading, a crucial aspect of language learning, not only enhances critical
thinking but also involves a range of complex skills. This study aims to promote guided
reading to foster critical thinking and explore teaching methods that enhance
comprehension and writing skills, ultimately contributing to students
’
intellectual and
social development. The research employed both quantitative and qualitative methods,
including interviews and observations, gathering feedback from students and teachers
across different schools. The study provides valuable insights into methods that support
critical thinking, especially through guided reading, offering recommendations from
successful teachers working with students facing challenges in reading. Encourage
readers to actively engage with the text by asking questions, making predictions, and
summarizing key points. This can help develop critical thinking skills by prompting
readers to analyze and evaluate the content. Authentic articles often present different
viewpoints and arguments. Encourage readers to critically evaluate the evidence, logic,
and reasoning presented in the articles. This can help develop skills in identifying
biases, logical fallacies, and evaluating the strength of an argument. Authentic articles
provide real-world context that can help readers develop a deeper understanding of
complex issues. Encourage readers to consider the broader social, cultural, and
historical context of the topics discussed in the articles. Engage readers in discussions
and debates based on the content of the articles. This can help them develop skills in
articulating their own viewpoints, defending their arguments with evidence, and
respectfully engaging with differing perspectives. Encourage readers to write
responses to the articles, expressing their own opinions and supporting them with
evidence from the text. This can help develop critical writing skills and the ability to
construct well-reasoned arguments.
Topical issues of language training
in the globalized world
99
Provide multiple authentic articles on a similar topic to encourage readers to
compare and contrast different perspectives. This can help develop skills in
synthesizing information and recognizing nuances in different arguments. Additionally
by using authentic articles as a basis for learning, educators and learners can foster
critical thinking skills in a real-world context, making the learning experience more
engaging and relevant. However, we have various activities to improve critical
thinking through authentic materials. For instance: Pre-Reading Activities, debates and
Feedback and Guidance.
Pre-Reading Activities:
Before reading the article, introduce
key vocabulary and concepts. Encourage students to make predictions about the
content based on the title and images.
Debates:
Organize debates where students can
argue different sides of the issue presented in the article. This will help them develop
their critical thinking and communication skills
. Comparative Analysis
: Provide
students with multiple articles on the same topic but with different perspectives. Ask
them to compare and contrast the viewpoints presented.
Feedback and Guidance
:
Provide constructive feedback on students
’
critical thinking skills and guide them on
how to improve their analysis and reasoning.
Fact-Checking:
Teach students how to
fact-check information presented in the articles. Encourage them to verify claims, look
for evidence, and distinguish between facts and opinions.
Cross-Referencing:
Have
students cross-reference information from the article with other sources to see if the
information is consistent or if there are different perspectives on the same topic
. Mind
Mapping:
Have students create mind maps or concept maps based on the article
’
s
content. This visual representation can help them organize information and make
connections between different ideas.
Problem-Solving Tasks
: Present real-world
problems related to the article
’
s topic and ask students to brainstorm solutions based
on the information they have read.
Role-Playing:
Assign roles to students based on
different perspectives presented in the article and have them engage in role-playing
scenarios to understand various viewpoints.
Summarization:
Ask students to
summarize the article in their own words, focusing on the main ideas and key
arguments. This activity can help improve comprehension and analytical skills.
Topical issues of language training
in the globalized world
100
Incorporating authentic articles into teaching practices is an effective way to
enhance students
’
critical thinking skills. By encouraging students to engage with real-
world content, educators can empower them to think critically, question assumptions,
and make informed decisions. This approach not only benefits students academically
but also equips them with essential skills for success in the 21st century.
References
1.
Al Sharadgah, T. (2014). Developing Critical Thinking Skills through Writing in an Internet
2.
Almubaid, H. (2014). Applying and Promoting Critical Thinking in Online Education. The
3.
Marin, L., & Halpern, D. (2010). Pedagogy for Developing Critical Thinking in Adolescents:
4.
Muhlisin, A., Susilo, H., Amin, M., & Rohman, F. (2015). Analysis of Method or Learning
Model and Skill Qualification of Students
’
Critical Thinking in The Natural Science Basic
Concept Lecture. 8thInternational Conference on Science,
5.
Mathematics&Technology Education (SMTE) UNJ. Jakarta, November 21-24,
6.
Greenstein, L. (2012). Assesing 21 st Century Skill, A Guide To Evaluating Mastery and
Authentic Learning. USA: Corwin A Sage Company.
7.
Rakhmonov,
A.
B.
(2020).
HISTORY,
PERIODS
AND
STAGES
OF
COMPETENCE.
ФОРМУВАННЯ
СУЧАСНОЇ
НАУКОВОЇ
ДУМКИ
, 116.
8.
Satibaldieva, N. (2024). DYNAMICS OF LINGUISTIC EVOLUTION IN THE
TECHNOLOGICAL EPOCH.
Western European Journal of Linguistics and Education
,
2
(1),
9-11.
9.
Сатибалдиев, Э. К. (2022). Родной и неродной языки: лингвистические и методические
аспекты речевой интерференции. In
Технологии обучения русскому языку как
иностранному и диагностика речевого развития
(pp. 426-430).
ENHANCING READING SKILLS USING EFFECTIVE READING
STRATEGIES
Duysenbekov Muzaffar
student
Uzbekistan State World Languages University
Scientific advisor: D. Kattaboyeva
teacher
Uzbekistan State World Languages University
Abstract
This article highlights the importance of strategic reading in enhancing reading
comprehension and overall reading ability. It emphasizes the use of specific techniques, such as
predicting, questioning, visualizing, making connections, summarizing, and inferring to actively
engage with the text and extract meaning. By employing these strategies, readers can become more
efficient and successful in their reading endeavors.
Keywords:
Reading comprehension, reading skills, effective reading strategies, predicting,
questioning, visualizing, making connections, summarizing, inferring.
