PSYCHOLINGUISTIC FEATURES OF THE FORMATION OF LEXICAL COMPETENCE OF PRE-SERVICE TEACHERS IN TEACHING ENGLISH AS A SECOND FOREIGN LANGUAGE USING ARTIFICIAL INTELLIGENCE TECHNOLOGIES

Abstract

This article examines the psycholinguistic characteristics of the development of lexical competence of pre-service teachers learning English as a second foreign language using artificial intelligence (AI) technologies. The study focuses on the assumption that the acquired vocabulary in a multilingual educational context is the interaction of cognitive processes, previous language experience, didactic support, and digital learning environment. In addition, it highlights how AI-based tools expand access to authentic language materials and thus increase the diversity of contextual word usage in the learning process. The analysis shows that memory processes, semantic connections, and cross-linguistic influences play a significant role in the storage, processing, and use of new lexical units. Cross-linguistic interference is particularly relevant, since previously learned languages can both facilitate and hinder the acquisition of a new foreign language. At the same time, it was found that the structure of multilingual students' mental vocabulary is dynamic and depends on language proficiency, language learning, and cognitive factors. Another area of research is the didactic role of generative AI tools. The results demonstrate that learning environments with AI integration, through adaptive feedback, interactivity, and personalization, can promote active learning of lexical material, increase motivation to learn, and reduce language anxiety. At the same time, the study emphasizes that the effective use of such technologies is possible only in combination with clear pedagogical guidance. The study concludes that AI technology should be considered not only as a technical tool, but also as a psycholinguistic mediator in the learning process. Its integration into the training of future foreign language teachers creates favorable conditions for the effective formation of lexical competence in a multilingual context.