FUNDAMENTAL THEORETICAL CONCEPTS OF LINGUODIDACTICS AND THEIR PEDAGOGICAL SIGNIFICANCE

Аннотация

This article examines the concept of digital education, its role in the modern learning environment, and the integration of digital technologies into foreign language teaching. It provides an overview of the historical development of digital education, tracing its evolution from early computer-assisted instruction to contemporary educational systems powered by artificial intelligence. The paper analyzes the pedagogical, technological, and socio-cultural factors that have influenced theformation ofdigital education. Keywords:Digital education, foreign language teaching, educational technology, digital tools, ICT in education, artificial intelligence in education, personalized learning, digital pedagogy, onlinelearning, blended learning, digital transformation. Аннотация: В данной статье рассматривается концепция цифрового образования, подчеркивается его значимость в современном образовательном пространстве и анализируется интеграция цифровых технологий в преподавание иностранных языков. Представлен обзор исторического развития цифрового образования — от первых моделей компьютерного обучения до современных образовательных систем на основе искусственного интеллекта. В статье проводится критический анализ педагогических, технологических и социокультурных факторов, повлиявших на становление и развитие цифрового образования. Ключевыеслова:Цифровое образование, преподавание иностранных языков, образовательные технологии, цифровые инструменты, ИКТ в образовании, искусственный интеллект в обучении, персонализированное обучение, цифровая педагогика,онлайн-обучение,смешанноеобучение,цифровая трансформация. In recent years, the term linguodidactics has been increasingly employed in modern linguistics. The field of linguodidactics emerged at the intersection of linguistics and didactics, focusing on the scientific study of language learning and teaching processes. Linguodidactics (from Latin lingua – “language” and Greek didaktikos – “instructive”) refers to the general theory of language learning. The term was introduced into academic discourse by Academician N. M. Shansky with the aim of addressing issues related to the description of language within the educational process. As a scientific discipline, linguodidactics emerged in the second half of the 20th century—more precisely, in 1969—when Academician N. M. Shansky introduced it in the context of academic descriptions of language-related problems. Initially, it was mainly applied within the framework of teaching Russian as a foreign language. According to Shansky, linguodidactics encompasses page32 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue06,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai the distinctive features, content, and structure of language learning, as well as other issues falling withinthescientific research domains ofpedagogy and linguistics. In A.N. Shukin’s Lingvodidactic Encyclopedic Dictionary, the difference between lingvodidactics and language teaching methodology is explained as follows: Lingvodidactics is the theory of language teaching that develops the foundations of language instruction, whereas methodology refers to the process of language learningToday, lingvodidactics, like language teaching methodology, studies foreign language as an academic subject, interpreting language both as a goal and as a means of education. It develops at the intersection of pedagogy, didactics, linguistics, and psychology. Lingvodidactics studies not only issues related to language teaching but also thehuman use oflanguage and pays attention tothepractical aspects of language teaching, i.e., the process itself. The development of lingvodidactics as a science is based on synthesizing the analytical and empirical components of methodological knowledge in foreign language teaching, its object, subject, and research tasks. This science incorporates many fields of knowledge and studies the interrelations between language, consciousness, culture, and society, the processes of foreign language teaching, language acquisition as part of education, and languageuse as a communication tool. According to the concept developed by V. Reinecke, there are three independent but interrelated scientific fields that form the theory of foreign language teaching: 1) theory of language teaching or lingvodidactics; 2) didactics of foreign language; and 3) specific language teaching orspecial methodology.1 When describing the scope of lingvodidactic research, reference is made to the concept of “professional language user” or “linguistic personality” to characterize research directions. This involves outlining the distinctive and innovative features of the modern sociocultural model of language education, its key components, including the significance, goals, content, and methods of such education, as well as emphasizing students’ communicative activity, their involvement insocial r