One of the main objectives of teaching foreign languages in modern schools is the development of critical thinking skills. In modern linguodidactics much attention is paid to the development of analytical, introspective and intercultural skills, together with the language proficiency. The essay explores the linguodidactic possibilities for critical thinking development in the process of foreign language teaching. This study explores the effectiveness of communicative, task-based, reflective and problem-oriented approaches as teaching tools in enhancing the critical thinking skills of students through an analytical and theoretical research methodology. The study shows the importance of speech activities such as speaking, listening, reading and writing in the development of self-regulation, interpretation, evaluation, analysis and inference. The study also inquires into the contribution of questioning, debate, discussion, reflection and problem based learning towards the development of students’ cognitive and metacognitive abilities. The findings reveal that the application of critical thinking techniques in foreign language training considerably enhances students’ skills in autonomous thinking, professional reflection, and communication. The study finds that teaching foreign languages with an emphasis on critical thinking helps to form future teachers who are analytical, introspective and creative.