Имплицитное обучение аргументации на занятиях по английскому языку с опорой на таксономию Блума

Педагогика и психология образования. 2026. № 2. С. 84–98.

Voronina Y., Kuryan M.

Teaching argumentation in foreign language classes is a promising approach, as it enhances students' critical thinking and improves the quality of their academic work. Despite the rather widespread use of explicit methods for developing argumentation skills, the implicit approach remains underexplored. This paper proposes a system for organizing implicit argumentation instruction in English based on Bloom's Taxonomy. It examines a range of specific learning activities designed to help students master strategies ranging from "understanding" to "creating," corresponding to the increasing levels of cognitive complexity. This approach enables structuring the learning process according to cognitive load and creates conditions for natural, practice-oriented acquisition of argumentation principles in English.

Keywords: critical thinking, критическое мышление, аргументация, обучение английскому языку, argumentation, Teaching English as a Foreign Language (TEFL), Bloom's taxonomy, таксономия Блума, implicit approach to teaching, имплицитный подход к обучению