A DOMAIN-SPECIFIC MODEL OF PROMPT COMPETENCE FOR FOREIGN LANGUAGE TEACHERS: A LINGUODIDACTIC DIMENSION

Abstract

This article addresses the problem of the absence of a domain-specific framework for teachers' prompt competence. The aim of the article is to develop a theoretical model of prompt competence for foreign language teachers. The research methodology is based on conceptual modeling, synthesis of the TPACK framework, the UNESCO AI Competency Framework for Teachers, as well as empirical data from existing experimental studies on prompt engineering in linguodidactics. The results present a four-dimensional matrix. The model introduces and explains the phenomenon of the "cognitive ceiling". The authors conclude that the proposed model overcomes the limitations of subject-invariant AI literacy frameworks by introdu The authors conclude that the model makes it possible to draw practical conclusions for teacher training and advanced training programs. Industrial engineering training should be differentiated by the types of didactic tasks, so universal courses should be supplemented with subject-specific modules. It is advisable to supplement foreign language teaching with advanced techniques: step-by-step reasoning embedded in prompt, extensive research of alternative reasoning, metaprompting.cing a linguodidactic axis, thereby offering a theoretically grounded basis for empirical verification. The article contributes to the developing field of prompt engineering in education and opens perspectives for longitudinal studies and the development of diagnostic instruments.