Abstract:

Artificial intelligence, due to its intensive development and demand in a number of areas, is becoming especially effective in the field of education. Moreover, elements of artificial intelligence have been working in the field of education for a long time: this is the use of search engines and Internet translators. In addition, artificial intelligence, without notifying people, analyzes and tracks requests in search engines, offering advertisements and other information of similar content independently. Voice assistants also help to find the necessary information and solve a problem. That is, artificial intelligence has quietly and firmly entered our lives and the teaching process.

Without mastering artificial intelligence, it is impossible to become a professional; it is the use of skills in working with artificial intelligence that helps solve problems of various kinds, in particular the problem of teaching Russian as a foreign language.

The use of artificial intelligence significantly helps foreign students communicate in Russian in various styles and situations.

The relevance of the topic under consideration is unconditional. It is connected, first of all, with the fact that artificial intelligence has become a real, accessible and effective means of teaching the Russian language to non-Russian speakers, in particular, in the spheres of business and scientific communication.

The methods used to study the problem were theoretical analysis of psychological and pedagogical literature on the research problem, synthesis of scientific sources, generalization, and observation.

The material for studying the problem of using artificial intelligence in the process of teaching Russian as a foreign language was the consideration in scientific, methodological studies of various approaches to the use, identification of signs reflecting the characteristic features of the use of elements of artificial intelligence, as well as the results of interviewing those who successfully use this technology in the process of training.

During the writing of the article, the following tasks were solved:
1. The definitions of the terms “artificial intelligence” and “automated control” are considered.
2. Features of the use of artificial intelligence in the process of teaching Russian as a foreign language have been identified.
3. The conditions for using artificial intelligence for teaching Russian as a foreign language have been identified.

In the practice of teaching Russian as a foreign language, digital tools created on the basis of artificial intelligence technologies are used. Among them: 1) AI services developed on the basis of automatic text processing, chat bots designed to perform a wide range of tasks (Alice, Mondly, MyRUSkey), chat bots specially developed for RCT tasks.

In accordance with pedagogical experience, it can be stated: artificial intelligence should be introduced in teaching, but its use should be limited; such classes will not replace live communication; their overabundance can cause problems for students studying Russian as a foreign language. However, the role of artificial intelligence in teaching Russian as a foreign language is becoming more and more noticeable every year, digital services developed using AI technology are increasingly used in the practice of teaching RFL, and in the future artificial intelligence can become a good assistant for a teacher in his/her teaching activities, performing part of the functions.

Keywords:

Artificial intelligence, Russian as a foreign language, methods of teaching.