Marina V. Pridanova

In today's educational space, where globalization is blurring the boundaries of communication and interaction, speaking foreign languages is becoming not just a useful skill, but a necessity. In this regard, traditional teaching methods are often insufficient, requiring significant financial and time costs. In this context, the capabilities of artificial intelligence, in particular, the DeepSeek neural network, open up new perspectives for personalized, interactive and effective study of foreign languages, which actualizes the topic of our article. The aim of the study is to analyze the importance of the DeepSeek neural network as a means of increasing the efficiency of developing foreign-language communication competence among undergraduate students. The following research methods were used in the work: analysis of pedagogical and methodological literature, study and generalization of pedagogical experience, observation, questioning, pedagogical experiment based on the Department of Linguistics and Intercultural Communication of the Moscow International University and the Department of Foreign Languages and Russian as a Foreign Language of the Samara National Research University, statistical methods. The main results of the study showed that the use of the DeepSeek neural network in the educational process contributes to increasing the efficiency of the development of foreign-language communication competence among undergraduate students. In the practical, phased part of the work, the corresponding methods and algorithms for using the DeepSeek neural network in teaching a foreign language to undergraduate students were introduced. The theoretical significance of the work lies in the justification of the importance of the function of the DeepSeek neural network as a means of increasing the efficiency of developing foreign-language communicative competence among undergraduate students. The practical significance of the work lies in the fact that its results can be used to further improve the curricula for undergraduate students in non-linguistic areas of training and develop guidelines for educational institutions of different levels that provide training in a foreign language, including in conditions of inclusion.

The relevance of learning Russian as a foreign language in China is manifested in the growing number of students choosing it as a second foreign language. In addition, learning Russian provides an opportunity to better understand the history, culture and traditions of Russia, a country with which China has long-standing historical, economic and political ties. Online platforms and applications for learning foreign languages offer a variety of resources and opportunities for students to choose and adapt their own learning program. Video communication and online conferencing technologies allow students to communicate and study from virtually anywhere in the world. Technological trends in teaching Russian as a foreign language to Chinese students have great potential for development and attraction of even more students. The aim of this article is to analyze the relevance, prospects and technological trends in learning Russian as a foreign language in China, showing the role of online platforms and applications in learning. The article outlines a number of approaches taken as a basis for the conducted research: analysis of the relevance of the issue (assessment of Chinese students' interest in learning Russian, associated with the growing economic and political role of China and the strengthening of Russian-Chinese relations); determination of prospects (assessment of the potential for the development of Russian language teaching in China, conditioned by the development of modern technologies); highlighting technological trends; comparison of the effectiveness of online and offline teaching methods with a conclusion about the advantage of a combined approach. In general, the study uses a descriptive approach based on the analysis of data on the prevalence and effectiveness of various methods of teaching Russian in China. The main findings of the article include the conclusion that apps and online platforms are revolutionizing the study of Russian by Chinese students. Apps offer interactive lessons, personalized recommendations and access to a variety of learning materials, allowing you to study anytime and anywhere. Online platforms provide webinars, courses, and individual lessons with teachers, as well as the technical possibility to record and re-watch lessons. The article describes the prospects and problems of introducing technological innovations into teaching Russian as a foreign language in China. The theoretical application of the research results lies in demonstrating the effectiveness of using modern technologies (mobile applications, online platforms, WeChat) in teaching Russian as a foreign language. The study touches on cultural aspects, showing how the choice of online resources and applications is determined by the cultural preferences and habits of Chinese students. This contributes to understanding the influence of culture on the learning process. The practical application of the findings of the article is possible in the development of online courses in the Russian language designed for Chinese students, taking into account the specifics of their needs and preferences, as well as for improving the qualifications of Russian language teachers working with Chinese students.