Preventing lexical interference in teaching English to students who previously studied German using artificial intelligence technologies

Abstract

The growing demand for specialists capable of communicating and teaching several foreign languages requires the search for effective strategies to avoid lexical interference, especially when learning English after learning German. This article discusses the use of artificial intelligence technologies as an innovative and powerful tool for identifying and eliminating interlingual interference in vocabulary, grammar and syntax. The aim of the article is to systematically analyse the phenomenon of interlingual interference and ways to overcome it in the development of lexical competence of future foreign language teachers, particularly in the study of English after German, and to explore the potential of using artificial intelligence technologies in preventing and overcoming interlingual interference. Methods. To achieve this goal, a number of scientific methods were used, including analysis and synthesis of scientific literature, comparative linguistic analysis of the English and German language systems, questioning of higher education institution teachers, analysis and generalisation of the results obtained. Results. The study showed that prior knowledge of German can significantly influence the correct use of English vocabulary, grammatical structures, and syntactic patterns. Artificial intelligence technologies can be particularly effective in automatically detecting such errors, creating personalised practical exercises, presenting contextualised examples and monitoring learning progress. In an online survey, higher education teachers noted that the integration of artificial intelligence can be quite effective in preventing and overcoming interlingual interference, reducing the number of errors, and improving the accuracy and fluency of students' English language skills. Conclusions. The results of our study confirm that combining traditional teaching methods with artificial intelligence technologies is a promising approach to minimising lexical interference. Artificial intelligence can support the optimisation of the lexical competence development process by identifying and correcting individual errors, providing personalised teaching methods, and creating adapted tasks. The use of such technologies contributes to improving the quality of training for future English teachers and preparing them for the professional and effective use of language in academic and professional contexts.