METHODOLOGICAL FOUNDATIONS FOR THE STUDY AND IMPROVEMENT OF SPEECH ACTS IN ENGLISH BASED ON ARTIFICIAL INTELLIGENCE TECHNOLOGIES
Keywords:
artificial intelligence, speech act, English language, pragmatic competence, generative model, chatbot, communicative situation, feedback, methodology.Abstract
This thesis examines the methodological foundations for studying and improving speech acts in English through artificial intelligence technologies. The study analyzes the potential of generative artificial intelligence, chatbots, speech recognition systems, and automated feedback in teaching speech acts such as asking questions, making requests, making suggestions, refusing, apologizing, expressing gratitude, and giving advice. The research is based on the methods of qualitative analysis, comparative-pragmatic analysis, pedagogical observation, and modeling of communicative situations. The results demonstrate that artificial intelligence tools enable learners to practice speech acts in various social roles, communicative situations, and levels of formality, identify pragmatic errors, and receive personalized recommendations. At the same time, the use of artificial intelligence should be integrated with the principles of teacher supervision, information verification, academic integrity, and personal data protection.
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