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| Key words: critical thinking skills, reflective thinking, interactive approach, cognitive approach, intellectually
disciplined process, active and sophisticated conceptualization. In recent years, teachers have focused in the role of students as active participants in the process of teaching and learning. Focus on the student is a natural result of changes in orientation with a behavioral cognitive learning theory. This change highlighted the work of students in the classroom and the process of information processing during a lesson, not the activities of the teacher. The result of applying the cognitive approach in foreign language teaching was perceived as the rela- tionship between thought and language. Teachers, who want to contribute to the development of thinking, should try to observe how students present their knowledge, rather than how they merely reproduce them. In order to show their knowledge it is necessary to apply a range of skills such as thinking, analytical - crit- ical skills, creative skills, problem solving skills and reflective thinking [1, 15]. Despite the fact that thinking skills can be learned through training as tennis, swimming, and so on, they require more effort than teachers can imagine. To emphasize thinking skills, the teacher must correctly set a goal of the lesson and should know their values, beliefs, assumptions, and judgments, as well as students, as they are closely related to thinking. There are various definitions of critical thinking and they all have the same concept. Screven and Paul [2, 12] gave the following definition of critical thinking: «intellectually disciplined process of active and skillful conceptualization, application, analysis, synthesis and evaluation of the developed or received information, observation, experience, reflection, reasoning, or a means of communication, as a guide to belief and action». This article deals with the rationale critical thinking, accompanied by examples of exercises for the development of thinking skills. Critical thinking is a thinking skill that should be allocated to the develop- ment and improvement of educational programs, foreign language teaching, because the world in which we live, it is becoming more difficult to understand, and how we process information becomes more important than specific facts. Taking into account the above, foreign language teachers can encourage students to go beyond the surface meaning and discover a deeper meaning, and not just the use of basic literacy skills. Critical thinking skills cannot develop spontaneously. On the contrary, teachers should take the leader- ship role in the conduct and direction of critical thinking. For teaching critical thinking it is necessary to have an abundance of material and use an interactive approach. Critical thinking and self-consciousness can understand the relationship between thoughts and emo- tions. Despite the fact that they are independent, though – that’s what the feelings are based on some level of thought and thought is derived from a certain level of feelings. Emotions play an important role in the process of learning because students can bring learned indifference, irrational fears, acquired hostility and inflexible ideas in class, so their training is limited to the surface. Foreign language teachers can initiate and drive the critical thinking in the classroom emphasizing self-consciousness. They can help students understand and demonstrate an understanding of themselves and others. With the help of interactive approaches and materials, teachers can help students learn their |