AI AS A TOOL FOR SHAPING A STUDENT'S LINGUISTIC PERSONALITY: OPPORTUNITIES AND LIMITATIONS.

Аннотация

The article highlights the positive and negative sides of the introduction of AI in the formation of a student's linguistic personality. The modern problems posed by the research emphasize the strengths of AI-tools such as adaptability, accessibility, imitation of speech interaction, as well as the development of a number of cognitive and pragmatic skills. Along with this, there are negative risks associated with superficial language acquisition, sociocultural imbalance, long-term addiction, and lack of emotional contextuality. The author provides a justification for the pedagogical adequate approach to the use of AI tools in language education withtheadvanced task ofserving as auxiliary rather than substitute. Keywords: AI, linguistic personality, AI in education, intercultural communication, linguistic autonomy, ChatGPT, cognitivedevelopment, language practice. In the context of therapid progress of digital technologies and, as a result, the active introduction of intelligent systems based on machine learning, traditional approaches to teaching foreign languages are undergoing significant changes. Previously, only teachers, textbooks, and live practice served as means of language experience. Nowadays, students are increasingly using programs that can simulate speech situations, provide instant feedback, and maintain coherent communication. ChatGPT, Duolingo, Google Gemini and a number of others are gradually transforming from auxiliary tools into active participants in the educational process. There is a need to investigate their impact not only on the level of language competence, but also on more complex psycholinguistic phenomena, in particular on the development of a student's linguistic identity. This goes beyond simple communication. This refers to the development of a subject who isable not only touse language, but also to interpret, re-conceptualizeand culturally adapt it within a variety of sociolinguistic contexts. Therefore, this poses a challenge for modern pedagogy: is it possible for artificial intelligence to participate in such a complex process of language identity formation, and if so, to what extent, with what capabilities, and what limitations? The concept of linguistic personality is a key one in the fields of linguistics, intercultural communication and modern approaches to teaching foreign languages. As defined by Y. N. Karaulov (1987), a linguistic personality is amulti—layered system with three main components: verbal-semantic (language skills), cognitive (a system of knowledge about the world) and motivational-pragmatic (values, goals, attitudes). According to his interpretation, a linguistic personality is a carrier of individual linguistic consciousness, which can participate in speech acts in a wide socio-cultural context. V. V. Krasnykh (2001) emphasizes that the development of a linguistic personality is possible only in a dialogue of cultures and through lively interpersonal communication,and not through themechanical assimilation oflinguisticnorms. In the West, there is more talk about the dynamic, socially constructed nature of linguistic identity than about fixed approaches. Claire Kramsch (1998) identifies linguistic personality as an initial product that arises from the interaction of language, culture, and individual experience. She notes that language learning is not a simple skill, but a process of "re—creating" a https://ijmri.de/index.php/jmsi volume 4,issue7,2025 621 personality in a different linguistic and cultural world. Rod Ellis (2003) also emphasizes that the formation of a linguistic personality has little to do with mastering the structure of language and is more related to the assimilation of norms and communication strategies that allow the student tofully participate in intercultural relations. In recent years, the focus of research has shifted to digital and technological aspects of language personality formation. In her work onmobile-assisted language learning, Kukulska-Hulme (2020) focuses on the role of digital intermediaries, including AI, in expanding a student's language experience. At the same time, as she points out, technology can influence the formation of linguistic identity only if the relationship with technology is meaningful, reflective and personal. Liu & Zhang (2023), in the context of learning English by Chinese students, note that communication with AI promotes increased confidence and activity in speech, but does not replace thesocial and cultural experience of communication. Consequently, the linguistic personality is considered as a complex phenomenon assimilating linguistic knowledge, socio-cultural attitudes, as well as personal reflections. This understanding raises the question of the possibilities of artificial intelligence as an educational tool.: is it capable of influencing such a multifaceted phenomenon, or is its role limited to mechanical assistance? Today, the available artificial intelligence-based tools provide sign