Keyword: «linguodidactical neural network potential»

The relevance of the research is caused by the close attention of students to the resources of the neural network for creating texts. It is extremely problematic for a teacher to give tasks related to creative work on writing texts within the framework of linguistic courses, since nowadays the neural network begins to replace a person in this type of activity. Therefore, there is a need to use the generated text in the educational process so that it would help, not harm, and contribute to the development of text analysis skills and the writing of original products. The purpose of the article is to propose a system of exercises that allow productive use of generated texts in the framework of linguistic courses. In conditions when a teacher cannot control students' access to programs that create text, there is a need to turn to the productive use of neural network capabilities in the educational process. As the literature review has shown, methodologists and scientists evaluate this potential differently. On the one hand, the use of a neural network causes negative feedback related to violations of ethical norms, copyright and a decrease in students' motivation to write their own texts. On the other hand, we cannot stop progress and it is no longer possible to prohibit students from accessing text generators, which means that teachers should, keeping up with the times, use new educational resources. The article presents the results of the conducted pedagogical experiment aimed at identifying the linguodidactic potential of those monological text products that the neural network creates. The authors collected 96 such texts, analyzed their linguistic side, genre and stylistic diversity, and content. A thorough analysis allowed us to propose five types of exercises that make it possible to productively organize work with texts created by artificial intelligence: 1) exercises aimed at analyzing the correspondence of texts to the chosen topic and the level of its revealing; 2) exercises related to the formulation of personal position and its argumentation; 3) exercises aimed at correcting language and speech errors in generated texts; 4) analysis of the genre correspondence of texts to the topic formulated in the request; 5) creative exercises aimed at writing one's own original texts. The authors came to the conclusion that text generators can be useful in the educational process, provided that they are used in a timely and methodically competent manner. This is what determines the practical significance of the work.