Keyword: «english language teaching»

The article discusses the theoretical and practical aspects of the use of information and communication technologies (ICT) in the process of teaching English to students of secondary vocational education (SPE). Based on the analysis of pedagogical experience and the results of a survey of teachers and students, the main directions, forms and methods of using ICT have been identified, as well as their didactic functions. Special attention is paid to the psychological and pedagogical conditions for the effective implementation of digital tools in the educational process. Examples of practical application of multimedia and online resources for the formation of students' communicative and professional competencies are presented.

The relevance of the research is due to the active introduction of neural network technologies into educational practice and the need for their pedagogically sound use in teaching foreign languages. The proliferation of generative text and visual models expands the possibilities of creating electronic learning materials, but at the same time exacerbates the problem of teachers' methodological readiness for their conscious and purposeful use. In the context of the digital transformation of education, teachers are increasingly acting not only as users of digital tools, but also as designers of educational content, which requires systematic training and methodological support. The aim of the research is to develop and theoretically substantiate a model for training teachers to use neural network technologies in the design of linguistic e-learning materials in English. The research is theoretical in nature and it comprises competence-based, linguodidactic and systematic approaches, as well as modern concepts of the use of artificial intelligence in education and the development of digital and methodological competences of teachers. The research resulted in a structural model of teacher training including target, content, procedural and resultant components. The model focuses on the development of teachers' methodological readiness to use generative textual and visual neural networks in accordance with the goals of teaching English, types of speech activity and the level of students’ linguistic training. The article also presents a hypothetical scenario for the implementation of the model in the system of advanced teachers’ training, demonstrating a reproducible method of professional training without necessary experimental testing. The theoretical significance of the research lies in clarifying approaches to the development of teachers' methodological readiness for the use of neural network technologies in teaching foreign languages and in systematizing the teacher's activities in the context of the use of generative models. The practical significance of the work is determined by the potential of using the proposed model in the system of teacher education and advanced training of English language teachers, as well as in the development of methodological training programs in the context of the digitalization of the educational process.