Viewpoints on the Development of Critical Thinking Skills in the Process of Foreign Language Teaching in Higher Education and the Labor Market

This paper analyzes the different viewpoints of participants in four focus groups discussing critical thinking (CT) teaching/studying foreign languages. Three them were conducted at Vilnius University and one Public Service Language Centre Vilnius, Lithuania. All interviewees agree about importance thinking, although they define it differently emphasize a number various aspects needed for its acquisition application. Both students/trainees instructors/trainers describe several classroom activities that stimulate CT suggest implicit explicit methods evaluating it. The group discussions as part international projects Think4Jobs, whose main task was to determine gap between is taught institutions higher education labor market. Answering this question, mention unpredictability market, usefulness many jobs teaching