may 20, 2024

RU/EN

Headings of Vestnik

June 2022, № 3 (235), pages 60-65

doi: 10.25198/1814-6457-233-60

Avramenko A.P. PSYCHOLOGICAL AND PEDAGOGICAL ASPECTS OF TEACHING FOREIGN LANGUAGES INDIVIDUALIZATION BY MEANS OF ARTIFICIAL INTELLIGENCE Modern educational standards and the specifics of the teaching foreign languages require individualization. Today we are witnessing the transition from digitalization to atomization of personalized learning path by means of the artificial intelligence mechanism, namely the introduction of neural networks into electronic and mobile applications.
As for the results of the study, the theoretical significance includes clarifications to the definition and mutual integration of the concepts of a personalized learning path along with learning style and cognitive style. Practical significance, in its turn, includes, on the one hand, a proposal for the distribution of task formats according to the learning styles of students; on the other hand, methodological recommendations for a teacher of foreign languages on the use of questionnaires to determine the type of motivation.
Thus, the study at the level of cognitive and educational psychology generalizes the psychological and pedagogical aspects of personalized learning path, which can be taken into account when automating the selection of learning materials and tasks by means of artificial intelligence.Key words: personal learning path, learning style, educational psychology, artificial intelligence.

Download

References:

1. Avramenko A.P., Matveeva O.YU. Determining the level of proficiency in communicative interaction strategies among master students of non-linguistic faculties (French) Rhema. [Rema]. №3. M., 2020. Pp. 53-64.

2. Dubovickaya T.G. Methodology for diagnosing the orientation of educational motivation. Psihologicheskaya nauka i obrazovanie [Psychological Science and Education]. №2. M., 2002. S. 42-45.

3. Kornilova T.V., Parameĭ G.V. Approaches to the study of cognitive styles: twenty years later. Voprosy psihologii [Questions of Psychology]. M., 1989. №6. S. 140-147.

4. Merlin V.S., Klimov E.A. Formation of ISD in the learning process. Sovetskaya pedagogika [Soviet Pedagogy]. 1967. No 4. S. 110-118.

5. Mil’man V. E. Internal and external motivation of educational activity Voprosy psihologii [Questions of psychology]. №5. M., 1987. S. 130-138.

6. Rudakova I.E., Udovik E.E. Interdisciplinary research and the problem of the formation of integrated pedagogy. Kul’tura i obrazovanie [Culture and education]. №3 (54). M., 2014. S. 40-59.

7. Snopkova E.I. The relevance of an interdisciplinary approach in pedagogical research: scientific rationale. Integraciya obrazovaniya [Integration of Education]. №1 (19). Saransk, 2015. S. 111-117.

8. Sysoev P.V. Education on an individual trajectory. YAzyk i kul’tura. Tomsk [Language and culture], 2013. S. 121-131.

9. Toktarova V.I., Panturova A.A. Pedagogical design of a learning scenario in an electronic information and educational environment based on cognitive styles. Vysshee obrazovanie segodnya [Higher education today]. №3. M., 2015. S. 92-96.

10. Usol’ceva I.V. Methodological basis for complex research B.G. Ananiev and the problem of interdisciplinary research in modern psychological and pedagogical science. Vestnik SPbGU [Bulletin of St. Petersburg State University]. Seriya 16. №2. SPb, 2015. S. 54-62.

11. Fridman L. M. Psihopedagogika obshchego obrazovaniya: Posobie dlya uchiteleĭ [Psychopedagogy of general education: A guide for teachers]. M., 1997. 288 s.

12. Holodnaya M. A. Kognitivnye stili. O prirode individual’nogo uma [Cognitive styles. On the nature of the individual mind]. SPb, 2004. — 384 s.

13. CHekmarev V.V. Interdisciplinarity of pedagogical technologies. Vestnik KGU [Bulletin of KSU]. №4. Kostroma, 2017. S. 248-251.

14. SHkuratova I.P. Kognitivnyj stil’ i obshchenie [Cognitive style and communication]. Rostov-na-Donu, 1994. — 156 s.

15. Felder R., Litzinger T., Lee S. H., Wise J. A study of the reliability and validity of the felder soloman index of learning styles. 2005 Annual Conference. P. 10-95.

16. Fleming N.D. I’m different; not dumb. Modes of presentation (VARK) in the tertiary classroom. Research and development in higher education, Proceedings of the 1995 Annual Conference of the Higher Education and Research Development Society of Australasia. Vol. 18. HERDSA, 1995. P. 308-313.

17. Gardner H.E. Intelligence reframed: Multiple intelligences for the 21st century. Hachette, 2000. 304 p.

18. Geschwind N., Levitsky W. Human brain: left-right asymmetries in temporal speech region. Science 161.3837. AAAS, 1968. P. 186-187.

19. Hannaford C. Movement IS the Door to Learning. 2nd Edition. Freiburg, 1997. — 237 p.

20. Witkin H., Goodenough D. Cognitive style: essence and origins. N.Y., 1982. — 135 p.

About this article

Author: Avramenko A.P.

Year: 2022

doi: 10.25198/1814-6457-233-60

Editor-in-chief

Sergey Aleksandrovich
MIROSHNIKOV

© Электронное периодическое издание: ВЕСТНИК ОГУ on-line (VESTNIK OSU on-line), ISSN on-line 1814-6465
Зарегистрировано в Федеральной службе по надзору в сфере связи, информационных технологий и массовых коммуникаций
Свидетельство о регистрации СМИ: Эл № ФС77-37678 от 29 сентября 2009 г.
Учредитель: Оренбургский государственный университет (ОГУ)
Главный редактор: С.А. Мирошников
Адрес редакции: 460018, г. Оренбург, проспект Победы, д. 13, к. 2335
Тел./факс: (3532)37-27-78 E-mail: vestnik@mail.osu.ru