Keyword: «pedagogical interaction»

The relevance of the study is determined by the rapid integration of digital educational technologies into foreign language teaching against the background of insufficient research into their impact on the cognitive mechanisms of spontaneous foreign language speech (SFLS) production. The pace of EdTech product and Automatic Speech Recognition (ASR) system dissemination outstrips scientific analysis, generating a methodological contradiction: marketing metrics supplant psycholinguistic analysis of actual changes in the learner's speech production architecture. The purpose of the article is a systemic analysis of the mechanisms by which digital tools affect the learner's cognitive functions in developing SFLS, and the development of a theoretically grounded integration model for distributing functions between the digital environment and the teacher. The leading approach is psycholinguistic analysis within A. Baddeley's multicomponent working memory model and W. Levelt's speech production model; the activity approach, comparative, typological, and systematising methods, and modelling are also employed. Main results: (1) three key concepts clarified – SFLS, cognitive functions, digital learning tools; (2) a symmetrical systematisation of eight advantages and eight limitations of digital tools correlating each position with a specific cognitive mechanism; (3) a typology of six ASR system failure types with their negative cognitive effects characterised; (4) the irreplaceability of live pedagogical interaction justified through three functions unrealisable in a digital environment; (5) a four-stage integration model proposed (orientation-diagnostic, training, productive, reflective stages), distributing functions between digital tools and the teacher on the principle of cognitive expediency. Theoretical significance: systematisation of psycholinguistic mechanisms by which digital technologies affect the learner's cognitive functions, with an explanatory framework correlating EdTech capabilities with speech production operations. Practical significance: methodological recommendations for the critical application of ASR tools and for the organisation of a hybrid educational environment that ensures an optimal balance between automated and live speech practice.

The article examines the socio-psychological factors influencing the development of the communicative and interactive competence of future teachers in the context of digitalization of education. The urgency of the problem related to the changing forms of professional interaction and the increasing complexity of social communications is emphasized. The article reveals the features of competence formation through the processes of student adaptation, group dynamics, the formation of empathy and the development of value orientations. The novelty of the research lies in an interdisciplinary approach combining social psychology and pedagogical practice. The practical significance lies in the possibility of using the findings in the design of educational programs for the training of teaching staff.

The article reveals the role of a teacher's emotional intelligence in shaping students' learning motivation in a modern school. The relevance of the topic is related to the increasing emotional stress, digitalization, and complexity of the educational environment. The article analyzes theoretical approaches to emotional intelligence, its components, and their impact on students' engagement and activity. Special attention is given to the emotional climate in the classroom, pedagogical communication, and the emotional design of lessons as tools for increasing students' cognitive interest. The article also explores ways to develop a teacher's emotional competence in professional training. It is emphasized that a teacher's high level of emotional intelligence contributes to creating a favorable environment, internal motivation, and successful personal development of students.

The article examines the transformation of the image of an ideal teacher in the perception of modern schoolchildren – representatives of the digital generation. The relevance is associated with a change in the educational paradigm, digitalization and a change in the social demand for teachers. The purpose of the work is to analyze the key characteristics of an ideal teacher of the 21st century with an educational function. Based on the research (O. V. Korshunova, E. A. Petrova, N. M. Shishulina, and others), the components of the image are identified: emotional intelligence, ability to dialogue, professional competence, justice, and moral character. The contradiction between traditional expectations and new requirements (digital literacy, working with clip-based thinking) is emphasized. Conclusion: the modern ideal teacher is not a knowledge transmitter, but an evolving authority and mentor who builds subject-subject relationships.