ARTIFICIAL INTELLIGENCE AS A PROMPT- REFLECTIVE PARTNER: A MODEL FOR CULTIVATING INTERCULTURAL COMMUNICATIVE COMPETENCE IN FOREIGN LANGUAGE TEACHING

Abstract

The article addresses the use of generative artificial intelligence in developing intercultural communicative competence in foreign language teaching. It considers AI not only as a tool for producing teaching materials, but also as a means of modeling culturally variable situations, comparing different communicative perspectives, and supporting reflection on intercultural misunderstandings. Based on an analysis of theories of intercultural communicative competence, educational standards, and recent studies on generative AI, the article identifies key difficulties in intercultural learning: limited cultural content, insufficient authentic interaction, superficial interpretation of cultural differences, and assessment focused mainly on declarative knowledge. A prompt-reflective model is proposed in which AI functions as a controlled partner for cultural perspective-taking. The article describes the main areas of applying this model in the educational process: course design, development of learning resources, organization of communicative scenarios, individualization of tasks, and assessment of learning outcomes. Special attention is paid to the risks of AI use, including cultural bias, stereotyping, unreliable explanations, and excessive trust in machine-generated responses. The proposed approach may be used in designing university foreign language courses, intercultural learning cases, reflective portfolios, and assessment criteria for intercultural communicative competence.