Keyword: «foreign language learning»

Education has rapidly begun to change its format with the introduction of artificial intelligence technologies into our lives. Traditional teaching methods are being modified to keep up with digital advances. Schoolchildren and students are already actively using artificial intelligence (hereinafter AI) and chat-GPT capabilities as a learning assistant. The purpose of this paper is to develop an experimental technology of implementing AI tools in the educational process of teaching a foreign language. The tasks of this study include a bibliographic review of available educational programmes based on artificial intelligence and trial testing of the developed technology. A review of scientific literature was conducted on articles devoted to the use of artificial intelligence in foreign language teaching, which resulted in the identification of promising methodological developments and weaknesses that negatively affect the teaching of a foreign language. Subsequent work included the development of a three-stage technology of using AI-based programmes in the formation of various aspects of foreign language speech in learners. The research base for the experimental work included 50 1st year medical students of the Peoples' Friendship University of Russia named after Patrice Lumumba. The training took place during the first academic semester from September to December 2023. Participants of the control group (25 students) studied a foreign language (English) according to the standard programme, the training of the experimental group with the same number of participants took place with the introduction of a step-by-step algorithm for the application of AI in the classroom and the use of AI programmes for independent work. The results of the conducted work consisted in the observation of an increase in the students' motivation to fulfil learning tasks, more active involvement in the learning process. Comparison of the final testing data showed a significant increase in the phonetic development of speech. The experimental group almost twice surpassed the control group in the correctness of pronunciation of lexical units (56% against 25%). The development of lexical skills and grammatical aspect of speech did not show big differences between the groups. Taking into account the stated results, we can conclude that the use of AI in the framework of students' language training programmes with a step-by-step technology of AI implementation has a great potential in the formation of various aspects of speech, especially its phonetic side.

Currently, the formation of intercultural competence of students at professional non-linguistic colleges as part of studying a foreign language is becoming an important aspect in the development of the system of secondary vocational education. Intercultural competence is a key skill in the modern world, where the demand for a specialist depends not only on his professional qualities, but also on the ability to socially adapt through interaction with representatives of different cultures, partners and clients. In modern education, training must expand beyond narrow specialization and include a comprehensive approach to student development. The orientation of educational programs to the needs of industrial labor markets also involves the development of pedagogical conditions for the formation of intercultural competence within the framework of learning a foreign language. The aim of this study was to specify the content of intercultural competence of students at a non-linguistic vocational college. The implementation of this goal was carried out based on the provisions of the systemic, competency-based, personality-oriented approaches. The author used such methods of theoretical research as analysis of scientific pedagogical literature; terminological analysis; comparison, systematization and generalization of scientific views and ideas of modern domestic and foreign researchers. Despite the diversity of points of view of domestic and foreign researchers in determining the essence of the phenomenon under consideration, they all note the need to integrate the cultural context into the process of teaching foreign languages, which will allow future specialists and graduates of secondary vocational educational institutions to effectively interact with representatives of other cultures. As a result of the theoretical research, a definition of intercultural competence of students at non-linguistic secondary vocational educational institutions in the context of learning a foreign language was formulated. The development of this competence presupposes that students have specific knowledge, skills and abilities that allow them to successfully function in conditions of cultural diversity, find a common language with representatives of other cultures and build constructive interaction with them. As a result of the analysis of domestic and foreign scientific literature, the content of intercultural competence of students at a non-linguistic vocational college was determined. The theoretical significance of the study consists in clarifying the content of intercultural competence of students in secondary vocational education programs. The practical significance consists in verifying the directions for adjusting foreign language curricula taking into account the content of intercultural competence highlighted in this article. The scientific novelty consists in the fact that the author has identified and substantiated the structural components of the phenomenon under study, the focus on which in the process of developing foreign language curricula for students of a non-linguistic professional college will allow a systematic approach to the issue of developing intercultural competence.