Authors
- Kolesnikov Andrey Aleksandrovich Doctor of Pedagogy, docent
Annotation
The article discusses the prospects of the language education system, taking into account the influence of two factors: 1) the increasing role of artificial intelligence as a leading tool for learning, which affects other components of the system; and 2) the necessity for more intensive development of the natural intelligence of the learner, which includes expanding their worldview, developing universal cognitive skills, and forming global (holistic) thinking. The relevance of the study is determined by the ongoing discussion regarding the transformation of the classical foreign language teaching system in light of challenges mentioned above and the existing diversity of viewpoints on the matter. The article outlines the main views of methodologists on the issue and offers the author’s forecast for the transition from a communicative to an intellectual system of language education. The article examines the possibilities of AI in the development of students’ foreign language communicative competence and validates a two-tier educational system. The language learning level should be highly individualized and predominantly realized with the use of AI. The level of intellectual-personal plurilingual/intercultural education goes beyond communicative competence and focuses on the development of students’ erudition through languages. It promotes self-determination and self-expression through the conscious choice of the most appropriate socio-communicative environment and role within it. The second level is integrative in nature and combines aspects of a wide range of sociocultural and philological ields. The article presents a description of the possible organization of the learning process at both levels.
How to link insert
Kolesnikov, A. A. (2025). ARTIFICIAL AND/OR NATURAL INTELLIGENCE: PERSPECTIVES ON LANGUAGE EDUCATION IN THE CONTEXT OF INTELLECTUAL-PERSONAL BENCHMARKS AND CHALLENGES Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", 2 (58), 173. https://doi.org/10.24412/2076-913X-2025-258-173-189
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