Articles

The article discusses the strategies for using artificial intelligence (AI) in the context of providing written corrective feedback in language education. It provides an overview of the latest research in this area, starting from the most significant publications in the field of Russian neurodidactics and international conferences dedicated to the use of AI in education, to practical examples of using chatbots for feedback in language teaching. The article emphasizes the transformation of the role of language educators through the application of artificial intelligence, highlighting the importance of focusing the teacher on the essential aspects of students’ communicative development while delegating the technical aspects of proofreading written assignments to artificial intelligence. The application of such technologies changes the ways feedback is provided, allowing for a more in-depth linguistic analysis and the creation of more extensive comments on written works. Examples of specific requests made to artificial intelligence when marking assignments and examples of their implementation are provided. In addition, the article summarizes the strengths and weaknesses of using AI technologies for assessment and draws conclusions about its role in providing written corrective feedback. The article also highlights the need for a thoughtful integration of AI into the educational process and calls for further research on the impact of artificial intelligence technologies on the development of students’ written productive language skills.

The article is a synthesis of a series of studies conducted over the last 10 years at the Faculty of Foreign Languages and Area Studies of Lomonosov Moscow State University and is devoted to the current topic of digital technologies application in linguodidactics. The paper provides an analysis of legal acts regulating the development of artificial intelligence technologies in the Russian Federation in all spheres of activity, including education, national standards that apply to the field of education and establish general provisions and terminology in the field of the use of artificial intelligence technologies in education, a description of the basic principles of the operation of generative artificial intelligence technologies, an analysis of the formats of tasks for the introduction of mobile, electronic and generative tools, including those based on neural networks, into General English courses. The main results of the study are the identification of new task formats based on artificial intelligence technologies, as well as the need to form provisions for updating the regulatory framework for the introduction of artificial intelligence technologies in foreign language higher education.

The integration of artificial intelligence (AI) technologies into the educational system in general and foreign language teaching in particular makes it possible to significantly enhance students’ foreign language practice and create conditions for more effective formation of foreign language communicative competence components. At the same time, the gradual implementation of AI tools in the educational process, along with its obvious advantages, may cause teachers’ concerns related to the gradual exclusion of the teacher from the learning process and their complete replacement by AI. As a modern paradigm of education, the authors suggest the triad “learner — teacher — artificial intelligence”, within which the interaction of learners with AI is built into traditional teaching methods, enhancing the educational process with new additional opportunities for learners’ foreign language practice. For objective reasons, little time and attention is often allocated to teaching learners to write in a foreign language. AI, which has significant language didactic potential, is able to take over the teacher’s functions of evaluating students’ written work and providing them with feedback in the form of an AI-generated version of an essay and/or recommendations for the revision of written work. In this paper, the authors propose 11 stages of a method for teaching learners to write creative works in a foreign language in the triad “learner — teacher — artificial intelligence”. Special attention in the method is given to the following aspects, which are new for teaching practice: a) compliance of students with the norms of authorship ethics when receiving various types of feedback from AI; b) the need to discuss the results of students’ interaction with AI during classroom sessions. At the same time, the authors note that the teacher is not excluded from the process of teaching learners a foreign language and evaluating their written work. The traditional method of teaching students’ written speech is enriched with additional stages of interaction with artificial intelligence, creating more conditions for students to develop the necessary foreign language speech skills.

AI technologies are already beginning to change the learning process, they contribute to the creation of a personalized learning path; help to analyze educational metadata almost instantly; provide access to big data, helping in solving various professional tasks and problems. The purpose of this article is to provide an analytical review of examples of the use of artificial intelligence technologies in language teaching and to create a typology of AI-based technological solutions that have been actively used in the educational process over the past five years. The proposed typology of AI-based technological solutions used in teaching a foreign language is based on areas of didactic activity and didactic tasks that can be effectively solved with the help of AI. Under the directions of didactic activity, we mean: teaching and learning of foreign languages; management of the educational process, including the analysis of educational analytics, the development of an individual learning path, the creation of recommender systems; organization of the educational process, that is, control and assessment, providing feedback and reflection, developing didactic materials for adaptive online courses and intelligent learning systems.

The paper is aimed at the objective analysis of positive and negative sides connected to the pragmatic and scientific investigation of Artificial Intelligence technologies. Special attention is paid to the opportunities provided by the artificial intelligence in different fields of social usage, such as: education, culture, medicine, communication, management, ethical code, academic science, military sphere, jurisdiction, etc. Bringing the studies together, the author proposed an expanded view of AI functions, which crucially emphasize the role and importance of network ties, at one side, and at the other side, drawing on a number of examples shows what happens when such network ties become loosened as a result of Artificial Intelligence overestimation.

In the process of creating emotive color structures, color nomination is considered as a product of cognitive-emotional activity. The purpose of the article is to show, using the example of the nomination of colors for consumer goods, the formation of complex mental emotive formations that program human consumer behavior. In today’s world of abundance and aggressive advertising, the consumer becomes immune to the influence of traditional marketing techniques. New methods and techniques that consider the individual psychological characteristics and states of a person (perception, imagination, memory, vision, touch, smell, emotions) are becoming relevant, since consumer behavior represents the interaction of cognitive and emotional processes due to external and internal circumstances. In this regard, the analysis of the perception of new information takes place in parallel with the study of the instincts and emotions that determine our needs, which are transmitted through color associations. Within the framework of neurolinguistic programming, color nomination is considered as a tool for influencing the buyer, its influence on the perception of information and decision making is studied.

The article is the first to propose a periodization of the world history of food. The chronological framework covers the period from the emergence of “Homo sapiens” to the present day. Periodization is based not only on the changes in the process of production and preparation of food, but also on a whole complex of phenomena related to food: the order of eating and serving food, taste preferences, cultural and social traditions, place in the historical context and interaction of cultures, national characters and issues of self-identification. This kind of systematization of the “gastronomic” history of mankind allows us to fit it into the general context of world history, to show the place and role of food and food traditions in the history of mankind. The article highlights the following periods, which do not always coincide with the general periodization of history. 1. The primitive period. The emergence and establishment of traditions of cooking and eating (40,000 BC — 10,000 BC) 2. The emergence and establishment of agriculture. The emergence of the first civilizations (10,000 BC — 1,000 BC) 3. Antiquity. Division of peoples based on food (1,000 BC — 5th century) 4. The period of formation of the food systems of the world. 5th century — turn of the 19th — 20th centuries. 5. The period of food globalization. Modern times. The turn of the 19th — 20th centuries. — present time.

The article analyzes M.V. Lomonosov`s heroic poem, which is about Peter the Great’s visit to the Solovetsky Monastery. The founders of the Solovetsky Monastery are Saints Zosima, Savvaty and Herman, who settled on a deserted island in the first third of the XV century. Over time, the monastery not only grew, but became one of the most revered in Russia. It is visited by thousands of pilgrims; kings and boyars make rich donations. The first of the Russian tsars to visit the Solovetsky Monastery was Peter the Great (1694). This visit will be described by M.V. Lomonosov in his poem. To create the image of an ideal ruler, the poet uses historical realities based on the Kholmogory and Solovetsky chronicles. However, there is also a free interpretation of historical facts that contributes to the creation of a heroic image to glorify the Russian state. The “historical inaccuracies” made by the author are identified and indicated: the feat of Peter during a storm on the White Sea, the history of the construction of the walls of the monastery, the “Solovetsky sitting” of the monks who refused to accept the reforms of Patriarch Nikon.

The paper analyzes the use and translation of zoometaphor in political media and Internet discourse. Translation of zoometaphors is discussed based on an English fable about the Donkey, Tiger and Lion. The research has revealed that in British English the word donkey metaphorically objectivizes the semes of ‘pomposity’ and ‘stubbornness’; in American English, like in Russian, the semes of ‘stupidity’ and ‘stubbornness’. However, the Chinese English discourse reveals a new meaning — ‘humbly doing hard work’, which is similar to the Russian derived verb ishachit ‘to drudge’. Meanwhile, a Chinese English context can be either negative and positive when the semes ‘without tiredness’ and ‘perseverance’ are activated. The word lion creates a metaphoric image due to the semes ‘power’ and ‘majesty’. British and Indian Englishes, as well as Chinese English reveal one more meaning — ‘power guard’. The word tiger as a metaphor has traditionally activated the semes of ‘danger’, ‘aggressiveness’, and ‘force’, but nowadays in the Asian context it has the positive seme ‘rapid development’ and the negative ‘high-ranking corruption’. The article compares the participation of these words in making phraseological units used in the political discourse and points to the challenges they present in translating to Russian. The paper concludes that it is a cultural underpinning that causes most problems in translating pluricentric English.

This paper focuses on the comparative analysis of the linguistic means of expressing ‘high self-esteem’ with the unit ‘face’ on the basis of the analysis of lexemes, phraseological units, proverbs extracted from explanatory and phraseological dictionaries of the Russian and Chinese languages. The methods used in the study include descriptive analytical method, definition, comparative analysis. The authors introduce the results of the research revealing that in both languages one of the meanings of the word “face” is associated with high self-esteem. But the difference is that in the 16-18 centuries in Russian the meaning of ‘face’ included ‘dignity, honor’, which is the key concept of ‘high self-esteem’, however, now this meaning is fixed only in Russian idioms. The word “face” in Chinese can express a whole range of meanings: ‘self-esteem’, ‘the desire to have a positive public opinion of oneself’, ‘the desire to achieve success in order to occupy a higher position in society’ . It not only includes the semantic component ‘dignity’, but also the additional meaning ‘vanity’ . Thus, “face” in modern Chinese is one of the most important means of expressing a person’s high self-esteem.

The object of discourse is an extraordinary person with all his creations, which is constantly replenished by reviews of every subsequent generation of spectators revealing their attitude to the author and his works. The legacy of the great Spanish artist Salvador Dali is a unique asset of the world artistic culture, which has come under scrutiny not only by his contemporaries, but also by a wide audience, art historians, scientists, film critics, literary scholars, poets and writers of the following generations. Due to the fact that the works of the great artist involve countless acts of interpretation and revision, and form an open space around the hitherto unsolved questions by the creator himself, the authors of the article proceed from the assumption that the discourse about Salvador Dali will continue to be enriched in the future cultural and historical context by the works of representatives of art and science. The present article focuses on the discourse about Salvador Dali and his creations, which has been named the Dalinian discourse in the Spanish-language art tradition. The subject of the research are texts written by Dali himself, his friends, and artists, as well as those written by the representatives of other sciences dwelling on the creations of the artist. The article attempts to systematise the main corpus of texts in Spanish about Dali’s visual and literary work and to present its typology.

The article is devoted to the designations in the language of cultural references that form and reflect the sense of identity of its bearers. Among them is the image of “your own space”, which is marked and formed with the help of special words related to both language and culture. Taking into account the works of F. Brodel, P. Nora, R.A. Budagov, L. Febvre, A. Rey, M. Ozouf, etc., the concept of “forcewords” (mots-force / lieux de force), having a long history, reflecting the culture and values of the collective, possessing emotional power and historically changeable, is substantiated. On the material of dictionaries, scientific, science fiction and fiction texts, Internet sites, two poles of representations of the Frenchmen about themselves are established. The first is marked by lexemes associated with civil society (Patrie — Nation — Etat / Nation, Contract, Drapeau; Republique). The second one is reconstructed in the article on the basis of the lexemes Pays, Paysages, Terroirs, Villages, Langues (plural) and is associated with the values of private life, the idea of the native land, local and family memory. Using the example of these lexemes, it is revealed that the nature of force words and the direction of their development are not data once and for all: in some circumstances, the identifying function of the word develops, in others, the force word weakens and loses its emotional impact and ability to be an identity marker.

The article is devoted to the question of the relationship between timbre and syntax in different functional styles of speech. The methodological basis for investigating the mutual influence of syntax (the level of conditioned constructions) and timbre (the level of inductive wholeness) is selected and explained. When considering the notion of “intentionality” within the framework of the direction of phenomenology, it becomes obvious that timbre should be understood as a hierarchy of communication elements, which creates the desired sound taking into account the invariants already available in consciousness. The timbre forms not only direct, syntactic links, but also expressive components contained in both the structure and semantics of the parts of a particular speech work. In order to create convenience and maximum objectivity of analysis when describing syntactic features of works of various functional styles, a specific range of consideration is set within the framework of this study — from the level of simple morphological relations to the level of hypertext unities. The field of analysis is represented as a simple target, where the core is the zone of wellknown standardized types of syntactic links, zone-2 is the space of links existing in the form of visible repetitions (anaphora, epiphora, refrain, syntactic repetitions), zone-3 is the zone of links of all existing linking elements within the text, which is difficult to interpret objectively (links fixed by ritual). The final part of this study presents an example of analyzing a poetic text in English and its translation into Russian in order to demonstrate the close relationship between syntax and timbre at different levels of the hierarchy.

The paper addresses decoding and interpretation of evaluative senses of diminutive and augmentative designations of person. The empirical corpus is constituted by the lexical units selected from lexicographic sources according to a number of criteria, among which are the following: a marker of person in the lexicographic definition, a morphological or syntactic marker of diminutivity and augmentativity in the lexical unit structure, a quantitative and qualitative evaluation marker in the definition, a connotational label. The methods of componential, structural, and linguocultural analysis as well as a descriptive method have been applied to bring into the open evaluative semantics of diminutives and augmentatives. Diminutive and augmentative designations of person are axiologically complicated. Alongside the meaning of diminution and augmentation they express emotional, evaluative, expressive, and stylistic connotations. Axiological potential of the vocabulary layer in question is of great importance for decoding the English speaking community values’ worldview. All diminutives and augmentatives of the corpus are ascertained to have a particular evaluative meaning. Ethical, aesthetic and intellectual evaluations are the most frequent, with emotional, hedonic and normative evaluations being less frequent. Behaviour, appearance, and intelligence are the most important bases for evaluating a person in the English cultural community. Diminutive and augmentative designations of person with rational-emotional and emotional semantics prevail, while designations with rational evaluation are few in number. Evaluative asymmetry also manifests itself in prevalence of pejorative diminutive and augmentative designations. Quantitative evaluation of diminutives and augmentatives is motivated by semantics of the root morpheme, morphological or syntactic marker and depends on the context of use.

The article is aimed at describing a number of certain recurrent features of Russian English in the academic, educational and literary domains of the written discourse in English created by the Russian speakers of English. The article argues that Russian culture, identity and academic traditions are verbalized through a range of translingual practices, starting with the transference of the Russian punctuation and sequence of presenting ideas, including lexical variety and Russian-English hybrids, and finishing with the “nativization and localization” [Platt, Weber and Ho, 1984: 2–3] of the common lexical units, terms, urbanonyms included, and even classic world literature, which is retranslated into Russian English from Russian (for instance, Andersen’s Thumbelina and Brothers Grimms’ Snow white). The combination of analyzed characteristic features invariably turns Russian English presented in the written discourse into a potent tool for the Russian identity construction recognizable both to the Russian and non-Russian speakers of English, specifically to those who are familiar with Russian culture and academic traditions. Yet, written discourse created via Russian English might mislead the speakers of other Englishes in case they have not been exposed to this particular variety on a regular basis.