ADVANTAGES AND LIMITATIONS OF APPLYING ALICE VOICE ASSISTANT IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE

Abstract

The article observes the possibilities for implementing elements of programmed learning in teaching Russian as a foreign language by using Alice voice assistant. Working with Alice voice assistant can become a part of a homework for migrant children in order to integrate them into the educational process according to a teacher’s communication scenario: Alice recognizes the student’s answer and, depending on what answer he gave, pronounces certain further instructions. The elements of the grammar-translation method can be manually programmed. Programming Alice for the needs of the teacher — the creation of a so-called “skills” — is a continuation of the traditions of the Soviet school of programmed learning. The use of Alice voice assistant makes it possible to saturate homework with communicative situations, as well as spur interest in learning in the classroom and in extracurricular activities. The concept of post-digital is viewed as a resource for successful mastering of educational programs. Linguodidactic potential of Alice voice assistant is discussed. The author’s methodological suggestions are proposed. It is promising and practically feasible to individually adjust Alice to the methodological tasks of any teacher.