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Qurbonov Navro`zbek Sattor o`g`li,

Uzbek State University of World Languages,

A student of Third Philology department

As Critical Thinking is an abstract notion to figure out, it has always been a challenging task both for teachers to elicit a clear explanation for students and students to create an exact image of what they may understand when coming across to this collocation. Needless to say, there is no single accepted definition, and the broad variety of interpretations can sometimes make it hard for teachers to know how to make a start in introducing it to their classes. As most of the scholars mention, Critical Thinking is a key means to adjust into the pictorial world of humankind. Ennis (1985) defines Critical Thinking as “reasonable, reflective thinking that is focused on deciding what to believe or do”. Paul (1984) describes it as “a set of integrated macro-logical skills ultimately intrinsic to the character of the person”. Stall and Stahl (1991) found the most popular conception of the term to be the development of “cohesive, logical reasoning patterns and understanding assumptions and biases underlying particular positions”.