Keyword: «английский язык»

This article examines the issues of integrating artificial intelligence into development of foreign languages vocabulary skills. We analyze the tools that can be used in the foreign language lessons during the process of teaching vocabulary.

The article deals with the problem of teaching writing in English lessons in secondary school under conditions where students are forbidden to use mobile phones in class and the teacher’s computer has limited internet access. Based on the Process Genre Approach and the stages of process writing (Prewriting, Drafting, Revising, Editing, Publishing), the author has developed three lesson fragments for grades 6–7 using the Spotlight textbook. Offline alternatives to digital tools (paper stickers, A3 paper, notebook exchange, classroom wall display) and home assignments using personal computers (typing in Word, checking collocations in online dictionaries, searching for additional arguments) are provided. The presented methodological solutions can be used by English teachers in general education schools.

The article addresses the problem of teaching the pronunciation aspect of foreign-language speech to students of non-linguistic universities under conditions of limited classroom hours, heterogeneous levels of language proficiency, and insufficient attention to the development of pronunciation skills in foreign language teaching practice. The relevance of the study stems from the increasing demands on the quality of oral foreign-language communication among graduates of non-linguistic programs, as well as the need to find effective ways of integrating pronunciation work into the educational process without increasing the academic workload. Despite the recognition of the importance of pronunciation for successful communication, in contemporary university practice priority is often given to the development of lexical and grammatical skills, while issues of pronunciation improvement remain insufficiently elaborated. The aim of the study is to analyze existing approaches to teaching the pronunciation aspect of foreign-language speech in non-linguistic universities and to develop an integrative system of exercises and activities aimed at improving students’ pronunciation skills within the discipline "Foreign Language". The leading research method was experimental instruction implemented in a pre-test/post-test design without a control group. Additional methods included observation, testing, questionnaires, analysis of students’ speech production, and comparative analysis of the obtained results. In the course of the study, a system of exercises was developed and tested, based on the principles of communicativeness, situationality, functionality, and the integration of pronunciation work with teaching listening, reading, speaking, and the acquisition of lexical and grammatical material. Particular attention was paid to correcting typical pronunciation errors of Russian-speaking students, developing transcription skills, improving the intonational expressiveness of speech, and maintaining motivation through students’ participation in extracurricular language-related activities. The results of the experimental instruction showed positive dynamics; observation and external assessment confirmed a reduction in the number of major phonological errors and an improvement in the quality of students’ oral speech. The theoretical significance of the study lies in substantiating an integrative approach to improving the pronunciation skills of students in non-linguistic universities and specifying the methodological conditions for its implementation. The practical significance is determined by the possibility of using the developed system of exercises and the set of motivational activities in the practice of teaching foreign languages in non-linguistic higher education institutions.

The relevance of this study is stipulated by the wide application of artificial intelligence technologies across various fields, including education, and, more specifically, foreign-language teaching. This practice is grounded in the concept of cognitive offloading associated with the use of external tools (in this case AI) to reduce the load on a person’s working memory. On the one hand, that frees up cognitive resources by providing users with ready-made solutions and quick answers; on the other hand, it reduces the need to engage with the mental operations that underlie critical thinking. The aim of the article is to describe the notion of cognitive offloading as it applies to English teaching at tertiary level. Since the study is grounded in cognitive psychology, cognitive load theory plays a significant role. Within this paradigm the learning process is built on the interaction of working memory and long-term memory and involves the transfer of information from working memory to long-term memory through the construction of schemas. Consequently, this theory is important for designing an effective instructional system that accounts for the limitations of working memory. The main points of the study also align with the concept of desirable difficulties, which justifies the need to overcome challenges in order to master knowledge. The key findings of the article are summarised in the formulation of alternative solutions for foreign language teaching practice that promote beneficial cognitive offloading aimed at activating critical thinking. The article also emphasizes the important role of instructional design in preparing future professionals for the reality in which AI is used ubiquitously. It identifies strategies for the rational use of AI technologies that can be applied in university English classroom: reducing extraneous cognitive load, building cognitive schemas, implementing multiple representations, organizing active cognitive processing, and organizing retrieval practice. The theoretical significance of the article lies in its contribution to the comprehensive study of the role of artificial intelligence in the educational process, particularly in foreign language teaching. The practical significance resides in the possibility of enriching teachers’ practice with strategies to counteract detrimental cognitive offloading. These strategies can be applied within English courses across various educational contexts, tailored to the goals and needs of learners.