ARTIFICIAL INTELLIGENCE AS A TOOL FOR TEACHING GERMAN GRAMMAR IN SECONDARY SCHOOL

Abstract

This article examines the use of artificial intelligence technologies in developing grammar skills in German language learning for students in grades 5–9. Based on an analysis of Russian methodological research and pedagogical observations, the article examines the theoretical prerequisites for integrating AI tools (generative chatbots, automatic written language assessment systems, and adaptive trainers) into the traditional classroom model. It is argued that the effectiveness of AI application is determined by adherence to the principles of complementarity, adaptability, and the development of metalinguistic reflection. Specific methodological scenarios are provided for grammar topics that traditionally present the greatest challenges for students: case system, word order in subordinate clauses, separable and inseparable prefixes, and the basic forms of strong verbs. A conclusion is drawn regarding the need for a combined use of various AI tools, with the teacher playing a mandatory facilitating role.