Olga A. Plakhova

In the light of recent political and social events in the world in general, and in French-speaking countries in particular, active processes of international communication are underway, the desire for communication, cooperation and mutual understanding in the public, economic, educational and cultural spheres is growing. In this regard, it is important to optimize the process of developing the ethnocultural competence of French-speaking students in Russian as a foreign language classes in such a way that students learn to operate not only with linguistic forms in speech, but also with the type of behavior depending on the communicative situation, taking into account the similarities and differences between cultures. This requires the modern methodology of teaching the Russian language as a foreign search for new, effective ways and solutions. However, as our study confirms, there is a contradiction between the incomplete compliance of traditional methods and educational tools with the conditions of the modern world, in which the success of training is very quickly tested in real and virtual communication with native speakers. All of the above determines the relevance of the chosen topic. The aim of the study is to analyze and describe the practice of using the Russian heritage in the field of art in the process of developing the ethnocultural competence of French-speaking students in Russian as a foreign language classes. The work used theoretical and empirical approaches and research methods. The methodological visualization techniques identified and established during the study to intensify the process of forming the ethnocultural competence of French-speaking students in Russian as a foreign language classes allow teachers to develop ethnocultural competence among students more effectively. The theoretical significance of the work lies in the scientific justification of the need to use the Russian heritage in the field of art to develop the ethnocultural competence of French-speaking students in Russian as a foreign language classes. The practical significance of the study lies in the generalization and clarification of methodological techniques for visualizing the Russian heritage in the field of art to intensify the process of developing the ethnocultural competence of French-speaking students in Russian as a foreign language classes.

The relevance of the research is conditioned by the increasing role of English as an instrument of international communication in the scientific and technical sphere and the necessity to improve the efficiency of its learning by engineering students. With the rapid development of artificial intelligence technologies, there is a need to study their potential for improving the English language learning process, especially in terms of enlarging specialized vocabulary and developing professional communication skills. This article is devoted to the study of the educational potential of artificial intelligence in the context of teaching English to students majoring in engineering. The aim of the study is to analyze and evaluate the effectiveness of using artificial intelligence tools to improve the level of English language proficiency among students of technical universities. The following approaches were used in the research: systematic review of scientific literature, analysis of existing educational platforms and applications based on artificial intelligence, pedagogical experimentation with the use of various artificial intelligence tools (e.g. chatbots for language practice, automated essay evaluation systems, personalized learning programs) in the process of teaching engineering students. The effectiveness was evaluated by means of comparative analysis of the results of control and test works, as well as by analyzing the feedback from students and teachers. The results of the study demonstrate that the integration of artificial intelligence tools into the educational process helps to increase students' motivation to learn English, improve their learning of specialized vocabulary, develop their listening and speaking skills, and build their confidence in using English in their professional activities. In addition, artificial intelligence can provide a personalized approach to learning by adapting learning materials and the pace of learning to the individual needs of each student. Theoretical significance of the study lies in the systematization and generalization of practical using artificial intelligence in teaching foreign languages, as well as in the development of a theoretical model of integrating artificial intelligence tools into the learning process for students of technical specialties. The practical significance of the work lies in the development of specific recommendations on the use of artificial intelligence tools in teaching English to students of technical universities, which can be used by teachers, developers of curricula and students themselves to improve the effectiveness of learning. The results obtained can be used to improve existing methods of teaching English and to develop new educational resources with the use of artificial intelligence technologies.