Author:
Е. V. Tsoupikova,
Doctor of Pedagogic Sciences, Associate Рrofessor,
Siberian State Automobile and Road University, 5 Mira Ave., Omsk, 644080, Russian Federation
e-mail: chisel43@yandex.ru
M. V. Tsyguleva,
Candidate of Pedagogic Sciences, Associate Рrofessor,
Siberian State Automobile and Road University, 5 Mira Ave., Omsk, 644080, Russian Federation
ORCID iD: https://orcid.org/0000-0002-6957-4438
Scopus Author ID: 57191039611
e-mail: m.v.tsyguleva@gmail.com
Abstract:
Introduction. The need to solve the problem of thinking and language interrelation arises from the observed difficulties among students performing mental operations, formulating conclusions and being una-ble to track autoreflexive actions. The purpose of the article is to justify the need to take into account the in-terrelation of students’ language and thinking in the process of studying linguistic disciplines.
Materials and Methods. The problem of thinking development is solved by using informational and cognitive methods of the phenomenon study.
Results. It is established that the development of students’ thinking is effective if the following condi-tions are taken into account: objective data use concerning language and thinking interrelation and ensuring the construction of learning content in accordance with them, including an algorithm for processing infor-mation into knowledge, application and reflection of mental operations, establishing the main didactic and cognitive units in the learning process and determining criteria for evaluating the success of students’ think-ing development.
Conclusions. Thus, the study of linguistic disciplines can and should contribute to the students’ intel-lectual development, provided a comprehensive solution to the problems relating to the different types of thinking development.
Keywords:
Language, thinking, types of thinking, thinking operations.
