PEDAGOGICAL POSSIBILITIES FOR DEVELOPING LOGICAL THINKINGCOMPETENCE IN FUTURE ENGLISH TEACHERS

Abstract

This thesis examines the pedagogical possibilities of developing logical thinking competence in future English teachers within higher education. Particular attention is paid to the relationship between professional language competence and cognitive abilities, including analysis, comparison, reasoning, argumentation, decision-making, and reflection. The study considers the role of learner-centered education, contextual tasks, problem situations, discussion, and reflective activities in creating conditions for the development of students’ logical thinking. The importance of systematic assessment and diagnostic criteria is also discussed as an essential component of identifying the level of students’ logical thinking competence. The proposed approach views logical thinking not as an isolated cognitive skill but as an integral component of the professional preparation of future English teachers