Abstract
The article presents a pedagogical model for the formation of oral communicative competence in students who learn English with the support of artificial intelligence platforms. The author analyses the structural components of oral communicative competence, describes the didactic functions of conversational AI systems, automatic speech recognition services and adaptive feedback tools, and proposes a four stage model of instruction that integrates these tools into the ordinary classroom cycle. The model is built on three interrelated blocks: the target and content block, the technological and procedural block, and the diagnostic and corrective block. Particular attention is paid to the distribution of roles between the teacher and the digital environment, to the criteria of speech quality assessment, and to the risks of uncontrolled use of generative systems. The pedagogical experiment carried out among lyceum students demonstrated a measurable growth of fluency, lexical range and interactive readiness in the experimental group. The results allow the author to formulate practical recommendations for teachers who intend to introduce artificial intelligence tools into the teaching of speaking.
References
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