The role of artificial intelligence in overcoming typical lexico-grammatical difficulties for foreign learners of Russian at A2-B1 levels

Abstract

This scientific article examines the integration of artificial intelligence technologies in the process of overcoming persistent lexico-grammatical difficulties characteristic of foreign learners of Russian as a foreign language at the transitional levels A2-B1. Particular attention is paid to the analysis of the learning plateau phenomenon, whereby awareness of the systematic nature of language is not accompanied by a sufficient ability to freely operate case meanings in non-direct usages, aspectual oppositions of verbs, prefixed verbs of motion, agreement rules, and complex syntactic constructions. A typology of typical errors is presented that arise both from the features of Russian grammar and from interference from various native languages, including Chinese, Arabic, Spanish, Vietnamese, and French. These manifest in the mixing of case forms after prepositions, incorrect choice of aspectual pairs, violations of government, and the calquing of idiomatic combinations. The discussion addresses the heterogeneous effectiveness of neural network systems in correcting the indicated phenomena: high accuracy of diagnosis and contextually grounded explanations in the spheres of formal morphology and case government combines with moderate capabilities in working with aspectual semantics, pragmatically conditioned constructions, and culturally marked vocabulary, where the statistical nature of large language models leads to methodological lacunae. The functional capabilities of intelligent assistants are disclosed with regard to the generation of adaptive sequences of tasks, the modeling of communicative situations approximating natural ones, the provision of individualized immediate feedback, and the creation of educational materials with consideration of the learner’s profile. The critical importance of a didactic framework for the integration of such tools is emphasized, since their uncontrolled application may promote the fragmentation of knowledge and an illusion of competence. Comparative analysis demonstrates that the effectiveness of artificial intelligence is determined not only by the technical parameters of the models but also by methodological integration in which the instructor retains control, delegating to technology those tasks with a high degree of pattern regularity, whereas aspects connected with discursive pragmatics, sociocultural connotations, and subtle semantics require the leading role of the teacher. The provisions under consideration attest to the emergence of a functional symbiosis between traditional methods of teaching Russian as a foreign language and modern intelligent systems, which ensures a qualitatively new level of individualization of instruction at the indicated levels. Prospects for development are associated with the creation of specialized platforms that take into account the typology of interference depending on linguistic background, as well as with the systematic enhancement of teachers’ qualifications in the field of digital linguodidactics. The content of the article as set forth allows the establishment of its main problematic, an evaluation of its relevance for specialists in language education, and a determination of the advisability of turning to the full text for an in-depth acquaintance with the systematization of difficulties and recommendations for the optimal use of technologies.