THE ART OF QUESTIONING OR DEVELOPING CRITICAL THINKING WHEN READING IN A FOREIGN LANGUAGE

1. THE ART OF QUESTIONING AND DEVELOPING CRITICAL THINKING WHEN READING IN A FOREIGN LANGUAGE Shangina Natalia Ravkhatovna Ural State Pedagogical University 2025 Every time we open a book or an article, a whole universe of ideas and concepts unfolds before us. But how often do we think about the fact that the key to a deep understanding of these ideas lies not only in what we read, but also in the questions we ask of what we read? Questions don't just serve to elicit information, but to foster critical thinking and deep understanding. In an environment of information overload, the ability to formulate the right questions becomes especially important. By teaching children to ask questions, we develop their analytical skills, creativity and confidence, which promotes active participation in the learning process and builds the habit of independent thinking. 1.Active reading by asking questions Reading in a foreign language such as English can be a challenging process, especially for novice learners. Simply comprehending texts is not enough for deep understanding of the content. By asking questions, learners can activate their thought processes and engage in comprehending the text at a deeper level. For example, they can ask themselves the following questions: - What does the text say? This helps to highlight the main idea. - Why did the author choose to write in this way? This helps to analyse the author's style and intentions. - How does the information in this text relate to what I already know? This creates a connection to the experience and knowledge I already have. 2.Identifying ambiguities and creating context 1

2. Reading in English often involves encountering new words and idioms. Asking questions helps to isolate unfamiliar items and puts them into their overall context. When a learner asks a question about the meaning of a word or phrase, they are not just looking for an answer - they are exploring how the word fits into the overall picture of the text. Questions such as: - What does this word mean in this context? - How does this sentence affect the overall perception of the story? This approach not only facilitates comprehension but also expands vocabulary, which is especially important in language learning. 3.Developing critical analysis skills By asking questions while reading, learners develop critical thinking skills, which are necessary to analyse information effectively. For example, reading a news article may raise questions about the credibility of the source or how various factors influence the viewpoint presented. Possible questions might include: - Who is the author and what is his or her position? - What is the impact of the data presented on public opinion? Formulating these questions encourages students to take information seriously, which is especially important in an era of a huge amount of inaccurate (fake) news and manipulation of consciousness. Now we propose to consider different types of questions and their purposes. 1. Comprehension questions These questions aim to test basic comprehension of a text. They help students to identify the main ideas, facts and details. For example, questions such as ‘Who is the main character?’ or ‘What is the main theme of the text?’ help build a foundation for further analysis. Purpose: To ensure that students have understood the information correctly and to prepare them for deeper analysis. 2. Interpretation questions 2

3. Interpretation questions require students to analyse the text in more depth. They may include statements such as ‘What did the author want to say with this image?’ or ‘What meaning can be drawn from this event?’. These questions encourage students to think about subtext and context and how the author uses language to convey his or her ideas. Purpose: To develop students' ability to see not only the explicit content of a text but also the hidden meanings, which is an important aspect of critical thinking. 4.Assessment (Evoluation) Questions These questions require students to evaluate the text, its arguments and style. Examples of such questions are: ‘How convincing are the author's arguments?’ or “How does the writing style affect the perception of the text?”. These questions help students develop their own opinions and arguments based on what they have read. Purpose: To stimulate critical thinking and the ability to form informed judgements about texts. 4. Questions to connect to personal experience This type of question encourages students to connect what they have read to their own experiences and opinions. For example, ‘How does this text relate to your life experience?’ or ‘Do you agree with the author? Why?’. This helps students see the text in the context of their lives and develops emotional responsiveness. Purpose: To deepen understanding of the text through personal experience, which makes learning more meaningful and memorable. 5. Prediction questions These questions encourage students to think about what might happen next in the text or what are the possible consequences of the events described. For example, ‘What do you think will happen to the characters after the end of the text?’ or ‘What changes might happen in society after these events?’. Purpose: To develop prediction and analytical thinking skills and engage students in an active reading process. 3

4. In order for questions to truly promote understanding and critical thinking, it is important to know how to formulate them correctly. Here are a few techniques to help teachers create effective questions for students: 1. use open-ended questions Open-ended questions require more detailed answers and stimulate discussion. For example, instead of asking ‘Is this true?’ you might ask ‘Why do you think this is true?’. Open-ended questions encourage learners to share their thoughts and opinions. 2. Gradually increase the complexity of questions Start with simple comprehension questions and gradually move to more complex interpretation and evaluation questions. This will help learners move confidently from basic understanding to deeper analysis. 3. Linking questions to context Formulate questions that take into account the context of the text and the students' interests. For example, if the text is about social issues, you might ask, ‘How does this issue affect your life or society in general?’ This will make the questions more relevant and meaningful to learners. 4. Stimulate critical thinking Include elements of analysis and evaluation in the questions. For example, ‘How would you change the ending of this story to make it more convincing?’ or ‘What are the consequences of the characters’ actions on society?’. Such questions develop critical thinking and encourage students to consider different points of view. 5. Use of reflective questions Metacognitive questions help learners become aware of their thoughts and thinking processes. For example: ‘What did you learn from this text?’ or “How did this text change your mind about the topic at hand?”. These questions promote self-reflection and deeper understanding. 4

5. Teachers who use a variety of question formulation techniques can greatly increase their learners' engagement and make the language learning process more effective and engaging. Reflective questions are a tool for self-discovery and personal growth. They are directed inward to the person, helping to better understand their thoughts, feelings, motives and behaviour. Effective reflective questions usually: open and do not involve simple answers; avoid judgement and self-criticism; encourage deep reflection. Examples of reflective questions are: ‘What was the most important thing I learnt today?’; ‘What was the most meaningful moment of the day and why?’; ‘What caused me strong emotions?’; (The following italics are not to be read, only if questions are asked). To better understand how effective questioning affects argumentation and comprehension, let's look at a few real-life examples. Example 1: Discussing social issues Suppose learners are reading an article about climate change. Instead of just asking comprehension questions such as ‘What is climate change?’ the teacher might ask deeper questions: ‘What are the most significant impacts of climate change on your country?’ or “How is climate change affecting the lives of people in your region?”. Such questions encourage students not only to analyse the text, but also to relate it to real-life events and issues, which contributes to a deeper understanding of the topic. Example 2: Literary Analysis When studying the novel The Adventures of Tom Sawyer by Mark Twain, the teacher may ask questions such as: ‘Why is Tom so eager for adventure and what does it mean to him?’ and ’How do the adult characters react to Tom's actions? How does this reflect their character?’, ’What lessons do you think Tom 5

6. learns from his adventures?’ Such questions not only help learners to better understand the content of the book, but also develop their critical thinking by allowing them to draw parallels between the work of fiction and real life. Example 3: Debates on current topics The class has a debate on the topic ‘Should the internet be free of censorship?’. The teacher can start with comprehension questions such as ‘What is censorship?’ and then move on to more complex questions: ‘What arguments for and against Internet censorship can you give?’ or “How does censorship affect free speech?”. These questions help learners to formulate their arguments, analyse the opinions of other participants and develop critical thinking skills. Real-life example 4: discussing literary works Let's imagine a class in which students are reading the novel Animal Farm by George Orwell. Instead of simply retelling the story, the teacher encourages them to ask questions such as: - ‘How do social conditions affect the lives of the characters?’ - ‘What is the main idea of the work? Why did the author choose to use animals to convey his thoughts?’ - ‘If you could change one event in the book, what would you change and why?’ Answering these questions requires learners to analyse, compare with real life and give their personal opinions. This not only improves their understanding of the text but also develops their reasoning skills. Learners begin to realise that literary themes such as racism and justice are reflected in their own lives. Educators can actively integrate questioning into the classroom. For example, through active reading strategies where, after each chapter or section read, students are asked to formulate their own questions, both written and oral. This will support active learner participation and deepened comprehension. The use of questions in English language learning is a powerful tool for improving comprehension of texts and developing critical thinking. The variety of question types helps learners not only to absorb information, but also to actively 6

7. interact with it, analyse, compare and form their own opinions. This approach not only makes lessons more engaging, but also promotes deeper language acquisition and information analysis skills, which is an integral part of education in today's world. Here's an exercise based on "Animal Farm" by George Orwell that encourages critical thinking through multiple-choice questions. Students will read the options and select the best answer, as well as provide their reasoning. Instructions: Choose the best answer for each question and explain your choice. Exercise: Critical Thinking Questions on "Animal Farm" 1. What is the primary reason the animals decide to overthrow Mr. Jones? - A) They want more food. - B) They want to establish equality. -C) They are tired of being mistreated. - D) They believe they can run the farm better. The animals' rebellion is driven by their long-standing grievances over neglect and mistreatment by Mr. Jones. While wanting more food and establishing equality are important factors, the fundamental catalyst for the revolt is their suffering under Jones’ irresponsible and cruel management, reflecting themes of oppression and the struggle for freedom. 2. How does Napoleon maintain control over the other animals? - A) By using kindness and rewards. -B) Through fear and propaganda. - C) By holding frequent meetings. - D) By encouraging independent thought. Napoleon uses fear tactics, such as the threat of the dogs and the manipulation of information through Squealer, the propaganda pig. This highlights the theme of totalitarianism and the use of propaganda to control the masses, 7

8. showing how power can corrupt and lead to the oppression of the very people it claims to liberate. 3. In what way does the initial commandment, "All animals are equal," change over time? - A) It remains the same. -B) It is amended (изменен на) to "All animals are equal, but some animals are more equal than others." - C) It is replaced by a new commandment. - D) It is forgotten completely. This change illustrates the hypocrisy of the leadership and the betrayal of the revolution's original ideals. It signifies how those in power can manipulate language and concepts to maintain control, emphasizing themes of inequality, corruption, and the distortion of truth. 4. How does the role of the pigs differ from that of the other animals? - A) Pigs do more physical labor. -B) Pigs take on leadership and decision-making roles. - C) Pigs are always the last to eat. - D) Pigs are simply another type of animal on the farm. The pigs assume roles of authority and make decisions on behalf of all animals, which leads to an unequal society. This distinguished position reinforces the theme of class hierarchy and the corruption that arises when one group holds power over others, reflecting the dynamics of leaders versus followers. 5. What does Boxer represent in the story? - A) The clever and cunning leader. -B) The hardworking and loyal working class. - C) The naive and easily deceived citizens. - D) The selfish individuals who seek power. 8

9. Boxer embodies the traits of the proletariat—hardworking, loyal, and trusting. His tragic fate highlights the exploitation and betrayal of the working class by those in power, reinforcing the theme of sacrifice and the dangers of blind loyalty in the face of oppression. 6. Which of the following options best describes the ending of "Animal Farm"? - A) The animals successfully create a utopia. -B) The pigs become indistinguishable from humans. - C) The animals live happily ever after. - D) The animals realize their mistake and revert to their old ways. At the end of the story, the pigs, who initially sought to be different from humans, adopt human behaviors and traits, culminating in a chilling realization for the other animals. This ending emphasizes the theme of the cyclical nature of power and corruption, suggesting that revolutions can lead back to the same oppressive systems they sought to overthrow. Possible questions for the speaker: 1. How do you define the art of questioning? - A: The art of questioning involves not only the ability to formulate questions, but also the ability to do so in a purposeful way that deepens understanding of a topic. It is a process of active reflection that promotes critical thinking and helps the reader find new connections between what they read and previous knowledge. 2. Can you give me an example of a successful use of questioning in foreign language learning? - Answer: Of course! For example, when a student reads a text in English and asks a question about the meaning of a word in context. This allows him/her not only to understand a particular word, but also to evaluate how it affects the overall perception of the text and its meaning. 9

10. Imagine that a student is reading a short text in English about the weather. One of the sentences uses the phrase ‘the storm was brewing on the horizon.’ The learner, not understanding the full meaning of the word ‘brewing’ in this context, asks the question: ‘What does ‘brewing’ mean in this sentence?’ He then finds the definition of the word and realises that in this context it means ‘to build up’ or ‘to develop’. He then asks the following question: ‘How does this word affect the overall perception of the sentence?’ Thus, the student concludes that ‘brewing’ indicates that the storm will not just happen suddenly, but that it is gradually building up, which increases the tension of the text and creates an atmosphere of expectation. This realisation not only helps him to better understand a particular text, but also develops his analytical skills by allowing him to link new words and expressions to the emotions and atmosphere of the narrative. Thus, by asking questions about the meaning of words and their context, the learner not only understands the language but also develops critical thinking skills, which significantly improves his English language proficiency. 3. What are the main difficulties readers may encounter when asking questions in a foreign language? - A: Readers may encounter a lack of vocabulary, which can make it difficult to formulate questions. There may also be uncertainty in understanding the cultural contexts reflected in the text, making it difficult to analyse. 4. How can students be motivated to ask more questions while reading? 10

11. - A: It is important to create a supportive atmosphere where questions are encouraged. Interactive teaching methods such as group discussions or role- playing can be used to encourage students to express their thoughts and ask questions of each other. 5. What do you think about the issue that some students may be shy about asking questions for fear of judgement? - A: This is a common problem. It is important for teachers to emphasise that asking questions is normal and part of the learning process. Threaded discussions and creating an open environment can help ease this tension. 6. What types of questions do you think are most useful for developing critical thinking? - A: Questions that focus on interpretation and analysis tend to be the most useful. They require students to analyse the text in greater depth and encourage students to make connections between different ideas and concepts. 7. You mentioned fake news stories. How can asking questions help in recognising them? - A: Asking questions about the credibility of a source and possible biases in the data presented teaches students to be more critical of information, allowing them to identify unreliable sources and manipulative techniques. 8. How do you evaluate the success of putting your methodology into practice? - A: Success can be assessed through observations of students' improved critical reading comprehension, as well as feedback from students on how the questioning tasks have changed their approach to reading and comprehension. 9. What are the next steps in your research on the topic of questioning techniques? 11

12. - A: I plan to conduct further research on the implementation of these techniques in classrooms at different levels, analysing how differences in students' backgrounds affect the quality of the questions they ask. 10. What are your recommendations for training teachers to use questions in the classroom? - A: I recommend organising training sessions for teachers to show them how to formulate questions and how to integrate them into the teaching process. Using case studies can help teachers to see the practical value of asking questions. 12