Cognitive students` development of technical university by means of large language models in the process of foreign language learning
D. V. Volodina, Yu. S. Yurieva
Siberian State Transport University, Novosibirsk, Russia
Keywords: competence approach, foreign language, large language models, cognitive development, artificial intelligence, thinking operations, universal competences, cognitive skills
Abstract
Introduction. The authors analyzed peculiarities the formation of students` cognitive skills of technical universities in the process of studying the discipline ‘Foreign Language’. In this regard, this study considers different positions of the concept of competence and directly the competence approach components implemented in the system of higher education for the competitive specialist training. The research aim is to survey the peculiarities of the cognitive skills development of students of a technical university in the process of foreign language learning. The significance of the cognitive component of universal competences (UC) formed in the process of studying the discipline “Foreign Language” at a technical university is substantiated. The indicators of the formation of UС-4 for learning a foreign language of the specialty 23.05.04 ‘Railway transportation management’ were given and described. The research methodology includes the consideration of modern methods and technologies and their implementation in foreign language teaching from the position of cognitive skills development. In order to understand comprehensively the problem under the study, a survey of students in this area was conducted, data collection and observations of the authors allowed them to come to the following results. In the course of the study the most frequent thinking operations developed in the course of performing foreign language tasks with the use of LLM were identified. Discussion. A separate part of the study is devoted to the use of large linguistics models as an auxiliary tool in the cognitive skills formation. Namely: the main functions of large linguistics language models (LLLMs) and their role in the development of cognitive skills were studied; the functions of LLMs used in foreign language tasks were compared in the context of the thinking operations formed by them. Conclusion. The results obtained allowed the authors to come to the following conclusion: modern competence-based approach in education requires the development of students’ cognitive skills to ensure their future competitiveness, while it is important to balance the use of digital technologies and traditional teaching methods to avoid negative consequences for the formation of cognitive competences.
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