Introduction. The article is devoted to the problem of the formation of critical thinking in the process of teaching foreign languages ​​in a pedagogical university. The authors highlight some techniques for the formation of critical thinking and offer options for their use at various stages of a foreign language lesson.

Materials and methods.The article presents the following research methods: an overview of works of Russian and foreign researchers; the skills of critical thinking are defined, the stages of a lesson for formation of critical thinking are described, the most effective techniques for development of critical thinking are identified, the authors' own pedagogical experience and the results of applying the described techniques in the process of foreign language learning are systematized and generalized.

Results.As a result of qualitative analysis, positive influence of the applied methods on the level of future teachers'critical thinking formation was revealed, namely: analytical skills are improved, the ability to acquire the necessary new knowledge and critically comprehend it grows. In addition, in the process of this work, speech skills are improved. A favorable atmosphere in the classroom motivates students to self-education and helps to unleash their creative potential.

Discussion. Both Russian and foreign scientists pay great attention to the problem of the formation and development of critical thinking in the process of future teachers' professional training. Analysis of works of Russian and foreign scientists showed that the development of students' critical thinking in teaching foreign language contributes to more successful intercultural communication.

Conclusion. It is concluded that the use of the considered techniques contributes to the formation of critical thinking, creates conditions for the development of motivation, orients towards the independent acquisition of new knowledge, reveals the individual potential of everyone.

The stages of the lesson for more effective formation of future teachers' critical thinking skills are identified and described;

The need to integrate techniques into the process of teaching foreign language for more effective formation of critical thinking skills is substantiated;

The efficiency of the considered techniques to increase the level of motivation and readiness of future teachers for self-education is proved.