Vol 29, No 4 (2024)

Importance. CEFR Companion Volume 2018 pays special attention to the development of four modes of communication (including mediation) along with the formation of communicative competence. The purpose of this research is to conduct an interdisciplinary analysis of the term “mediation” as well as to clarify this term in the Russian language.Materials and Methods. Research methods include analysis and interpretation of literature. The research materials are literature review of foreign and Russian scientists in the field of jurisprudence and law, philosophy, philosophy of religion, social philosophy, sociology, management, psychology, reflexive psychology, cultural-historical psychology, conflictology, linguistics, pedagogy, translation and translation studies, as well as linguodidactics.Result and Discussion. The concept of “mediation” is analyzed in various fields. The terminology in Russian for three types of mediation activities is clarified according to the CEFR Companion Volume 2018.Conclusion. In most scientific fields, mediation is viewed as a procedure involving three parties: two parties in conflict and one party acting as a neutral intermediary (mediator). However, in methodology of teaching foreign languages, the emphasis shifts to the fact that any student while developing his/her communicative competence, mastering four modes of communication, including mediation, can independently act as a mediator with any interlocutor or group of interlocutors.

Importance. Currently, there is a tendency that when teaching a foreign language, teachers are increasingly resorting to the use of artificial intelligence technologies to plan training sessions, generate educational content, as well as to conduct automated testing of formed communication skills. The monitoring of academic achievements and assessment is one of the key components of the organization of the educational process. Traditional methods of control and assessment require significant time and labor-intensive costs from the teacher, while artificial intelligence technologies make it possible to simplify and automate routine tasks: check tests and written papers, analyze them and identify mistakes, provide feedback. Thanks to the integration of natural language processing (NLP) technologies into chatbots and adaptive intelligent learning systems, it becomes possible on a daily basis to check texts created by students, evaluate them from the point of view of grammatical and lexical correctness, as well as identify stylistic and factual errors in real time. The purpose of this work is to test the applicability of artificial intelligence technologies for thematic control and criteria-based assessment of educational achievements using the example of productive and reproductive writing.Research Methods. In carrying out this study, the following groups of methods were used: theoretical methods aimed at familiarizing with scientific and methodological literature on the topic of research, analysis and classification of theoretical and methodological material for conducting thematic control and criterion assessment in foreign language classes, as well as empirical methods that allowed modeling pedagogical control and assessment processes using artificial intelligence technologies, observation, analysis and description of the results obtained.Definition of Concepts. The main concepts used in the study are “control of educational results” and its variety “thematic control”, “criterion assessment”.Results and Discussion. In the course of the study, various types of monitoring educational results using artificial intelligence technologies were considered: preliminary, current, intermediate, thematic, final. The choice of thematic control is due to the opportunity to trace its applicability within the framework of a single lesson in a foreign language and identify the main difficulties in using this form of control. The following criteria for evaluating writing skills are used to evaluate learning outcomes using artificial intelligence technologies: a) the structure of the written text; b) compliance with the main topic; c) coherence; d) relevance; e) grammatical correctness; f) lexical correctness; g) ethics of writing and stylistic correctness.Conclusion. Artificial intelligence technologies at the present stage have a high degree of adaptability and include a wide range of software and hardware solutions that allow for such important pedagogical procedures as monitoring educational achievements and evaluation in accordance with user-defined evaluation criteria. The obtained results are proposed to be used in research devoted to the study of modern methods of monitoring educational achievements in the methodology of teaching foreign languages using artificial intelligence technologies.

Importance. The competence-based approach prevailing in the current higher education puts forward special requirements to the systematization of knowledge and skills of graduates. The composition and description of professional competence, which is the main reference point in course design, has a strong impact on the overall effectiveness of the educational process, so there is an imperative need for a comprehensive and practice-oriented model of linguo-methodological competence. The purpose of the study is to develop a general model of linguo-methodological competence that meets the needs of linguo-methodological areas of training.Materials and Methods. To carry out the research: the corpus of research literature on the topic is analyzed, the general regularities of requirements to the competence of a specialist are synthesized and systematized, the structure of linguo-methodological competence is modeled.Results and Discussion. Interpretation of the general model of professional competence under specific conditions of foreign language teaching reveals a number of functionally different aspects of specialist’s competence. The following aspects are identified: behavioral, sociocultural, motivational, information and communication, and linguodidactic. Each component actualizes a relatively autonomous set of knowledge and skills, which can be purposefully influenced.Conclusion. The presented model is characterized by its structural completeness, which allows integrating private professional competences within the framework of individual components. The selected components reflect the main aspects of professional activity of a modern foreign language teacher, which allows us to use it as a starting point for designing a foreign language teacher training course.

Importance. The article focuses on the issues of enhancing linguist students’ motivation of studying a foreign language on the example of a “Cultural studies” course on the training profile “Interpreter/ Translator in cross-cultural communication”. A number of conditions in organizing the process of studying that contribute to enhancing motivation of students when studying a foreign language have been found.Research methods. Among the methods, used in the current study, one may distinguish theoretical methods (analysis of special literature on psychology, pedagogics and methods of teaching foreign languages in terms of motivation to more efficient studying process) as well as practical methods (forming experiment, observation and carrying a survey).Results and discussion. As a result of the analysis of theoretical and methodological material on motivation to studying process there have been elicited certain methods, techniques and forms of studying process – active questioning, work in small groups of students, competition between groups of students, introspection. The authors of this article have worked out a survey, aimed at accessing the level of motivation. The results of the forming experiment are presented in the practical part of the article. It was possible to make a conclusion on the effectiveness of changing the types of students’ activities as well as the role of diverse forms of work during classes. The study proved that these factors influence the students’ motivation. The experiment also showed that student collective creative activity in small groups is the most effective when compared to other types of activities.Conclusion. The results of the carried experiment can serve as methodological recommendations on seminars in High school.

Importance. The topicality of teaching students the right pronunciation is explained by the fact that phonetic aspect is one of the components of the language competence. The problem of necessity of forming a phonetic competence of students studying a foreign language at a non-linguistic institution is considered. The aim of the study is to consider the difficulties of developing students’ phonetic skills when teaching English in a non-linguistic university, as well as the suggestion of measures to eliminate these difficulties.Materials and Methods. Within the framework of the research, referring to modern scientific sources on the problem posed, the basic difficulties have been revealed, the material related to measures on solving the difficulties of students in the development of pronunciation skills has been systematized and generalized, various measures to eliminate errors and improve pronunciation skills have been proposed.Results and Discussion. The examples of traditional phonetic exercises of varying complexity, as well as innovative ones, the use of which is supposed to improve the pronunciation skills of students, are considered; methods for assessing phonetic skills have been defined.Conclusion. Forming of phonetic competence is an important component of the general language competence of students. By means of a variety of teaching materials, active practice and creating a suitable environment, students can improve their phonetic skills and achieve a higher level of English proficiency. The practical application of the results of the research can be used in teaching English at a non-linguistic university.

Importance. To date, there is an active introduction of artificial intelligence into all spheres of human activity, leading to significant changes in the factors that influence the socialization of the younger generation. Along with this, smart devices have also begun to act as agents of socialization for modern teenagers, with whom they interact both in educational and extracurricular settings. In this regard, the scientific and pedagogical community is interested in identifying both the positive and negative aspects of AI’s influence on the formation of the social experience of minors. The aim of the study is to examine the features and analyse the risks associated with the artificial intelligence impact on the adolescents’ socialisation.Research Methods. The work is based on a comprehensive review of psychological, pedagogical, legal, sociological, scientific, and technical literature on artificial intelligence the introduction in various fields of human activity, particularly in the education sector. The study is grounded in personal-activity, multi-subject, and environmental perspectives, which allowed for the synthesis and analysis of relevant information, as well as an assessment of the potential risks associated with the artificial intelligence influence on the positive socialization process of school students. Within these frameworks, several research methodologies are employed, including analysis, comparison, generalization, systematization, and structured information organization.Results and Discussion. The main areas of artificial intelligence application in education are: adaptive learning, automated assessment, examination management, personalized learning, customized educational materials creation, consultation and recommendation systems, gaming and virtual reality, extending the range of opportunities for students with special needs, and monitoring student engagement in learning. However, along with the potential benefits of introducing AI technologies into the adolescents’ cognitive development, there are several risks associated with the intelligent devices’ use: a potential decrease in the education quality, challenges with social skills and self-regulation development, value orientation, adaptation, and self-regulatory resources. Additionally, there is a risk of subjectivity loss, the formation of an unrealistic self-image, aggressive behavior, and the development of digital autism and information pseudoliteracy.Conclusion. Based on the analysis, it is revealed that the artificial intelligence influence on modern adolescents can be traced not only in changing the educational process of the school, which is a factor and institution of socialization, but also in the direct interaction between a minor and a smart device. At the same time, this process has both positive and negative aspects, the consideration and correction of which is necessary when introducing artificial intelligence into education and other spheres of human activity and society.

Importance. The search for the meaning of life is a relevant issue during adolescence. A childadult community plays an important role in the development of meaning of teenagers’ lives by providing support, participation in social events, role models, and opportunities for selfrealization. Interacting with adult members of the community contributes to the development of value orientations among adolescents, the establishment of individual personal and professional goals, and provides support in the search for meaning of life. The purpose of the study is to identify the specific role of the child-adult community in the development of adolescents’ meaning of life.Materials and Methods. Analysis of Russian and foreign literature, conducting a survey among adolescents, conducting interviews and observations, as well as statistical processing of the results are used.Results and Discussion. It has been established that in developing the meaning of life, child-adult communities play the role of creating a supportive and emotionally favourable environment, mentoring and role models, and so forth. However, not all of the roles are fulfilled by the community equally. To increase the effectiveness of the child-adult community in matters of meaningful selfdetermination of adolescents, a programme of activities aimed at compensating for the lack of community work is developed.Conclusion. The study will help educational and social institutions to develop effective strategies and programmes of pedagogical support for adolescents, which may become an object of future research.

Importance. The research examines the characteristics of pedagogical support for persons with disabilities in physical education classes at university. The aim of the study is to analyse the characteristics of pedagogical support for persons with disabilities in physical education classes at university. In order to achieve this goal, a number of tasks have been solved. The definition of “pedagogical support for persons with disabilities” is analysed; a review of psychological and pedagogical literature on the research question is conducted; and methodological recommendations for pedagogical support of persons with disabilities in physical education classes at the university are developed.Materials and Methods. Analysis of theoretical and methodological literature on the research problem; analysis of the experience of practitioners working with persons with disabilities; comparative analysis; and the method of generalisation are used.Results and Discussion. Pedagogical support for persons with disabilities can be successfully organised in modern universities under a number of conditions detailed in the study.Conclusions. Competent and effective pedagogical support of persons with disabilities in physical education classes at the university allows persons with disabilities to integrate into the educational process as much as possible, as well as to compensate for health problems during physical education classes.