Features of the use of artificial intelligence in teaching undergraduate students Russian as a foreign language at the Institute of Russian Language of Heilongjiang University (based on the example of the subject "Fundamentals of the Russian Language")

The subject of this study is the lingvodidactics of AI in the aspect of its linguistic representation according to the cognitive model of human linguistic thinking. The article is dedicated to the integration of artificial intelligence (AI) technologies in the process of teaching Russian as a foreign language (RFL) to undergraduate students at Heilongjiang University, Institute of Russian Language. The author analyzes the advantages and challenges of using AI tools, such as chatbots, in the formation of communicative competencies, and offers methodological recommendations for optimizing the educational process in the context of digital transformation. Based on the analysis of case studies of AI use (including the chatbot "Alice"), a program for the application of AI tools in RFL teaching practice is justified, combining classical pedagogical approaches with innovative technologies to enhance the effectiveness of learning. The following research methods were used in the study: - theoretical knowledge methods: analysis of scientific literature; analysis and synthesis of theoretical and empirical material; probable forecasting, which allowed justifying the features of forming lexical-grammatical skills of learners through the chatbot; - empirical knowledge methods: linguistic text analysis, descriptive and translational analyses, case studies; pedagogical experiment. The novelty of the research lies in the following: recommendations for the formation of foreign language lexical-grammatical skills when teaching writing and speaking in RFL classes have been developed and tested, based on the synthesis of classical didactic principles (communicative orientation, consideration of the native language) and artificial intelligence technologies. The methodological recommendations include: algorithms for the adaptive selection of exercises using the chatbot "Alice"; interactive scenarios for practicing synonymy and the case system of the Russian language; automated feedback on grammatical errors. As a result of the study, it was established that the integration of classical pedagogical approaches to the formation of communicative competencies with AI technologies (for example, the chatbot Alice) allows for creating an educational program based on the development of linguistic abilities and digital literacy, which significantly enhances students' intercultural communication skills and their innovative thinking.

linguodidactics of artificial intelligence, modern technologies, chatbot communication, teaching the Russian language, bachelor's students, AI technologies, Russian-speaking artificial intelligence, lexical and grammatical skills, methodological recommendations, chatbot with Alice