Keyword: «иностранный язык»

The article examines the transformation of the linguistic “self” among university students under conditions of systematic use of generative artificial intelligence tools in foreign language learning. Empirical data reveal a paradoxical gap between objective academic performance and the subjective sense of communicative competence, accompanied by increased foreign language anxiety and the development of impostor syndrome. Based on survey and in-depth interview results (N=30), the mechanisms of linguistic personality fragmentation, algorithmic dependency, and erosion of authorial responsibility are identified. A model of conscious AI integration into the educational process is proposed, including a structured independent work algorithm for students and methodological recommendations for teachers aimed at preserving the authenticity of speech activity and fostering a stable linguistic identity.

The article examines the issues of integration of the regional component in ELT at school. The main aspects of the regional component are represented in this paper. The major difficulties of implementation of this component are identified. Prospects of introduction of the regional component in the educational process are also explored. The author enumerates and analyzes the main ways of working with the regional component at English lessons.

Modern approaches to developing foreign language lexical competence of secondary school students by means of authentic sources are studied in this article. It emphasizes the necessity of integration real, authentic materials into the educational process to improve foreign language vocabulary, formation of communicative motivation and enhancement of intercultural competence. Practical applications of authentic materials in foreign language lessons are also proposed.