VERBS AS SEMANTIC MARKERS IN LITERARY TEXTS: A LINGUISTIC APPROACH TO CRITICAL THINKING

Abstract

This study explores the role of verbs as linguistic markers of critical thinking in the process of teaching English through literary texts, with a focus on the statistical and structural analysis of grammatical constructions. The research emphasizes how verbs can act as key indicators of semantic focus, thereby enhancing text comprehension. The article identifies three main approaches to the development of critical thinking: (1) enhancing cognitive abilities through various linguistic tasks, (2) interpreting literary texts through analytical methods, and (3) motivating students by using fiction and critical thinking technologies. Although these approaches are integral to developing analytical skills, previous research often neglects the impact of grammatical structures—specifically verbs—as stable markers of the text's semantic load. The study argues that statistical and structural analysis of such constructions can significantly improve text comprehension, even with a limited vocabulary, making the reading process more measurable and controllable in educational practice. This approach opens up new perspectives for teaching English and fostering critical thinking skills by utilizing formal language elements as supports for text interpretation and language instruction. The article highlights and demonstrates the potential of the chosen approach in English language teaching, which can be applied partially or fully at different educational levels. Moreover, the study highlights that the perception of structural features of auxiliary verbs is important not only as theoretical knowledge but also as a practical skill. This facilitates a more accurate interpretation of the temporal characteristics of the text and contributes to the development of learners’ analytical abilities.