TEACHING STUDENTS TO ANALYZE AI-GENERATED TEXTS: FROM VOCABULARY TO PRAGMATICS
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Author(s): | Kazantseva N. V., |
| Number of journal: | 4(73) | Date: | December 2025 |
| Annotation: | The article is devoted to the development of a didactic approach to the formation of skills in critical analysis of texts generated by artificial intelligence. The relevance of the research is due to the intensive process of digitalization of education and the need to find ways to teach students critical analysis skills when using artificial intelligence. Based on a comparative analysis of the mechanisms of text understanding by humans and artificial intelligence, fundamental limitations of neural networks are identified. The essential ones are the following: lack of real conceptual knowledge, homonymy, dependence on probabilistic models, inability to perform a fullfledged semantic and pragmatic analysis and account for a wide extra-linguistic context. A layered text analysis system based on the linguistic components of the language system (vocabulary, syntax, semantics, and pragmatics) is proposed. At the first level, the analysis of the lexical meanings of concepts is assumed; at the second, the analysis of the syntactic connections between concepts and other structural elements of the text; at the third, the analysis of the semantic content of the text and, ultimately, the analysis of the pragmatic meanings of the text. The methodological basis of the presented work is based on the principles of systematic and comparative analysis and is interdisciplinary in nature, integrating the approaches of computational linguistics, cognitive linguistics and pedagogy. The proposed system makes it possible to systematize the verification process of AI text generation. This approach is aimed at developing students’ critical thinking and digital literacy, as well as the conscious use of artificial intelligence technologies in educational activities. The proposed approach lays the foundations for creating a comprehensive system for analyzing the generated text, developing specific examples, cases, methodological recommendations and evaluation criteria for each level of analysis, adapted for students of various specialties. | ||
| Keywords: | artificial intelligence, digitalization, educational process, critical thinking, natural language understanding, text generation, text analysis, vocabulary, syntax, semantics, pragmatics |
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| For citation: | Kazantseva N. V. Teaching students to analyze AI-generated texts: from vocabulary to pragmatics. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2025;4(73):423—427. DOI: 10.25683/VOLBI.2025.73.1435. |
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