PHILOLOGICAL ASSIGNMENTS AS A MEANS OF DEVELOPING CRITICAL THINKING AND FORMING LINGUODIDACTIC COMPETENCE OF UNIVERSITY STUDENTS IN A MODERN EDUCATIONAL ENVIRONMENT

Abstract

the contemporary system of philological education is oriented towards the training of students able not only to command a system of linguistic knowledge but also to analyse linguistic phenomena independently, to interpret texts of varying complexity and to defend a position by reasoned argument. The aim of the research is to provide a theoretical grounding for the educational potential of the philological task as a means of forming linguistic competence and developing critical thinking. The research rests upon an analysis of Russian and international scholarly work in philology, linguodidactics, pedagogy and the theory of problem-based learning; the methods employed comprise the analysis and synthesis of the scholarly literature, the comparative method, a systems approach and the method of pedagogical interpretation. The content of the concept of the philological task is set out, its place within the system of philological education is determined, and the features distinguishing it from language exercises and from linguistic problems are identified. It is argued that a system of philological tasks integrates the linguistic, literary and cultural analysis of the text and thereby fosters analytical thinking, research culture and communicative competence. The scholarly novelty of the research consists in the treatment of the philological task as an integrative pedagogical technology uniting the resources of the philological approach, the competence-based model of education and problem-based learning. The practical significance is determined by the possibility of drawing upon the proposed methodological principles in designing courses, teaching materials and programmes for the training of future teachers of Russian language and literature.