FOSTERING CRITICAL THINKING OF FUTURE MARINE ENGINEERS THROUGH THE WRITING ACTIVITY IN PROCESS OF FOREIGN LANGUAGE TRAINING

Abstract

The purpose of the article is to substantiate the psychological and pedagogical conditions of using writtenactivities for the fostering of critical thinking of future marine engineers in the process of foreign languagetraining. In order to achieve the set goal, modern scientific approaches (competent, synergistic, paradigmatic,sociocultural, technological) and methods were used: analysis of scientific literature on basic abilities and skillsof critical thinking; summarizing the experience of the works of scientists who studied the mechanisms of fostering critical thinking in future specialists of the maritime industry; analysis of online resources fororganizational-pedagogical and scientific-methodological support of the critical thinking fostering throughwritten activity in the process of foreign language training. As a result of the study, the concept of “criticalthinking of marine engineers” was defined as a key competence, which is a set of skills and abilities, whichare developed enough to analyze information about the technical condition of ships, understand complexsituations and make informed decisions in the conditions of operation and maintenance of marine vehicles.The reasons why marine engineers of the world fleet should develop their critical thinking skills in English aresummarized. A description of written exercises that will contribute to the fostering of skills, abilities and criticalthinking has been made. The psychological and pedagogical conditions for the formation of critical thinkingof future marine engineers are justified: a supportive learning environment, interesting and relevant material,step-by-step coordination, practice of open questions, discussion and interaction, real situations, formationof motivation. Conclusions. Scientific research helped to define the concept of “critical thinking of marineengineers” and to establish that a set of cognitive abilities and skills of critical thinking provide studentswith tangible academic, personal and professional advantages that will ultimately help them in the futureto solve various problems of a professional nature, contribute to ensuring workplace safety in the engineroom. It is emphasized that written exercises of a certain nature can be used not only as a tool for the transferof ideas, but also to significantly improve the critical thinking process of future marine engineers in the processof their foreign language training. By creating a favorable learning environment taking into account specificpsychological and pedagogical conditions, teachers can effectively promote the development of critical thinkingskills through the use of written exercises. This will prepare students to solve complex problems and makeinformed decisions in a variety of academic and professional environments.