vovrВысшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)Vysshee Obrazovanie v Rossii = Higher Education in Russia0869-36172072-0459Moscow Polytechnic University10.31992/0869-3617-2024-33-5-67-85vovr-4979Research ArticleСтатьиВзаимодействие с искусственным интеллектом как потенциал программы обучения иностранному языку в аспирантуреInteraction with Artificial Intelligence as a Potential of Foreign Language Teaching Program in Graduate Schoolhttps://orcid.org/0000-0003-2666-4879ПотемкинаТ. В.PotemkinaT. V.

Потемкина  Татьяна  Валерьевна   –  д-р  пед.  наук, проф.  кафедры  иностранных  языков  и коммуникативных  технологий

119991,   г. Москва, Ленинский пр-кт, д. 4

Tatiana  V.  Potemkina   –  Dr.  Sci.  (Pedagogy),  Professor of  the  Department  of  Foreign  Languages and Communicative  Technologies

4 Leninskiy ave., Moscow, 119991

potemkinatv@mail.ruhttps://orcid.org/0000-0001-8907-6551АвдееваЮ. А.AvdeevaYu. A.

Авдеева Юлия Анатольевна  –  доцент, канд. филол. наук, доцент кафедры иностранных языков и коммуникативных технологий

119991,   г. Москва, Ленинский пр-кт, д. 4

Yuliya  A.  Avdeeva  –  Associate  Professor,  Cand.  Sci. (Philology),  Associate  Professor  of  the Department  of Foreign  Languages  and  Communicative  Technologies

4 Leninskiy ave., Moscow, 119991

avdeeva.ya@misis.ruhttps://orcid.org/0000-0002-6920-5157ИвановаУ. Ю.IvanovaU. Yu.

Иванова Ульяна Юрьевна  –  канд. пед. наук, доцент кафедры иностранных языков и коммуникативных технологий

119991,   г. Москва, Ленинский пр-кт, д. 4

Uliyana. Yu. Ivanova  –  Cand. Sci. (Pedagogy), Associate Professor of the Department of Foreign Languages and Communicative Technologies

4 Leninskiy ave., Moscow, 119991

u.ivanova@misis.ruНациональный исследовательский технологический университет МИСИСРоссияUniversity of Science and Technology MISISRussian Federation2024190620243356785Copyright © Потемкина Т.В., Авдеева Ю.А., Иванова У.Ю., 20242024Потемкина Т.В., Авдеева Ю.А., Иванова У.Ю.Potemkina T.V., Avdeeva Y.A., Ivanova U.Y.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://vovr.elpub.ru/jour/article/view/4979

В  условиях  цифровизации  образовательных  процессов возрастает  необходимость изменить подходы к обучению иностранным языкам при подготовке кадров высшей квалификации  – будущих научных работников. В центре внимания данной статьи находится  изучение  и  определение  состояния,  в  котором  находится  навык  взаимодействия с  цифровыми  инструментами,  системами  и  программами  искусственного  интеллекта  у аспирантов  технических  направлений.  В  результате  проведённого  исследования  был  выявлен  конфликт  между  растущей  значимостью  публикаций  на  английском  языке  и  общей тенденцией в среде обучающихся к снижению потребности чтения научной литературы на английском языке, что не только сказывается на  навыках чтения, но также влияет на научную читательскую практику. Потенциал разрешения выявленного противоречия лежит в развитии педагогических и методических приёмов, ориентированных на включение в учебный процесс современных цифровых инструментов с целью развития у аспирантов когнитивных навыков высшего порядка и оптимизации исследовательских процессов, связанных с  работой  с  англоязычной  научной  литературой.  Предлагается  концепция  курса  обучения аспирантов иностранному языку с использованием цифровых инструментов, созданных на базе нейросетей.

In  the  context  of  digitalization  of  educational  processes,  an  urgent  need  to  change approaches to teaching foreign languages in the training of highly qualified personnel  – future re-searchers has been growing. The focus of this article is to study and determine the state of the skill of interaction with digital tools, systems and programs of artificial intelligence in postgraduate students of technical fields. The study revealed a conflict between the growing importance of publications in English, and a general trend among learners to reduce the need to read scientific literature in English, which affects not only reading skills, but also affects scientific reading practices. The potential for resolving the identified contradiction lies in the development of pedagogical and methodological techniques  focused  on  the  inclusion  of  modern  digital  tools  in  the  educational  process  in  order  to develop higher-order cognitive skills in graduate students and optimize research processes related to working with English-language scientific literature. A concept of a course for teaching graduate students a foreign language using digital tools based on neural networks is proposed.

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The authors declare that there are no conflicts of interest present.