Данная работа посвящена изучению правовых аспектов использования чат-ботов в юридических консультациях, что является горячей темой в среде активной оцифровки юридических услуг. В резюме рассматриваются вопросы, связанные с определением правового статуса чат-ботов, их роли в качестве инструмента юридической помощи и пределов ответственности при предоставлении консультаций на их основе. Особое внимание уделяется анализу действующего законодательства о защите персональных данных, интеллектуальной собственности и регулировании искусственного интеллекта, а также вопросам конфиденциальности данных клиентов. Рассматриваются потенциальные риски, связанные с автоматизированным характером консультаций, и даются рекомендации по улучшению нормативно-правовой базы учета технологических инноваций. Цель работы-определить преимущества и ограничения использования чат-ботов в юридической практике и создать комплексный подход к их внедрению в соответствии с правовой этикой и безопасностью данных.

Language acquisition is a foundational area of study within linguistics, psychology, and education, as it seeks to explain how humans learn language both their native tongue and additional languages. This article provides an in-depth exploration of the major theories of language acquisition, highlighting their historical development, core principles, and implications for teaching and learning. Drawing from a broad interdisciplinary base, the article examines both first language acquisition (L1) and second language acquisition (SLA), comparing their processes and underlying cognitive mechanisms. The study begins by exploring classical theories such as Behaviorism, championed by B.F. Skinner, which posits that language learning is a result of habit formation through stimulus-response reinforcement. This is contrasted with Noam Chomsky’s Nativist Theory, which introduced the concept of a universal grammar and the idea that humans are biologically predisposed to acquire language through an innate Language Acquisition Device (LAD). Further, the Cognitive Theory, as proposed by Jean Piaget, emphasizes the role of mental processes and developmental stages in language learning. Contemporary approaches such as Stephen Krashen’s Monitor Model, with its five key hypotheses, especially the input hypothesis, are discussed for their relevance in second language learning contexts. The article also explores Social Interactionist Theories, notably Lev Vygotsky’s work, which underscores the importance of social context, interaction, and scaffolding in the development of linguistic competence. Additionally, newer theories such as Connectionism and Emergentism are introduced, offering insights into how language structures emerge from the interaction of linguistic input with cognitive processes without invoking innate grammatical rules. The article examines the strengths and limitations of each theory, analyzing how they apply to real-world learning environments and language instruction strategies. By synthesizing various perspectives, this article emphasizes that language acquisition is a complex, multifaceted process influenced by a combination of biological, cognitive, and environmental factors. It highlights the need for educators to understand the theoretical foundations of language learning in order to design effective pedagogical practices that cater to diverse learners. Ultimately, the study aims to contribute to the broader discourse on language development by offering a comparative overview of major theories and their educational implications in the field of applied linguistics.

The 21st century has witnessed a revolutionary transformation in foreign language learning due to a large extent to the rapid development of digital and communications technologies. As multilingualism becomes increasingly important in a globalized world, educators are looking for new possibilities to support language learning through the uptake of technology in face-to-face and online classrooms. This article presents a detailed examination of the broad variety of technologies that are being used in foreign language instruction, such as Learning Management Systems (LMS), mobile-assisted language learning (MALL) apps, artificial intelligence (AI)-powered tools like chatbots and adaptive learning systems, virtual and augmented reality (VR/AR), gamified learning platforms, and online collaborative sites. The article methodically explains how these technologies contribute to the development of the four fundamental language skills—listening, speaking, reading, and writing—as well as learner autonomy, engagement, and intercultural competence. It brings together empirical studies, theoretical frameworks, and real classroom practice to examine the pedagogical potential of these technologies. Individualization of learning pathways, formative assessment tools, and teacher digital competences are highlighted as successful technology integration factors. Furthermore, the article covers pitfalls and challenges in taking up education technologies, such as the digital divide, infrastructural disparities, teacher training gaps, and needs for context-specific content. The article also offers insights into future directions, such as the use of natural language processing, immersive environments, and AI-powered analytics in shaping the future of language education. By synthesizing current research and making practical suggestions to educators and policymakers, this study emphasizes the necessity to marry technological innovation with sound pedagogical principles. It concludes that thoughtful and context-specific application of technology has the potential to revolutionize foreign language learning by making it more accessible, effective, and engaging for diverse groups of learners.

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The development of language skills in foreign language teaching is a crucial component of effective language instruction, encompassing the integration and enhancement of the four core skills: listening, speaking, reading, and writing. This article provides a comprehensive examination of the strategies, methodologies, and pedagogical approaches employed in fostering these skills among language learners. Drawing on contemporary theories in applied linguistics and second language acquisition, the article emphasizes the importance of communicative competence, fluency, accuracy, and the practical use of language in real-world contexts. The research explores both traditional and innovative methods of skills development, including grammar-translation, audio-lingual, communicative language teaching (CLT), task-based learning (TBL), and content-based instruction (CBI). It discusses the shift from teacher-centered to learner-centered paradigms and highlights the role of interaction, authentic materials, feedback, and assessment in promoting active language use. Special attention is given to the integration of technology in the language classroom, including the use of digital tools, multimedia resources, language learning apps, and virtual communication platforms, which significantly enhance the learning experience and support individualized instruction. Moreover, the article delves into the psychological and social aspects of language skills development, such as motivation, learner autonomy, anxiety reduction, and collaborative learning. It also addresses age-appropriate strategies, particularly for young learners, and considers the impact of cultural context on the acquisition and usage of foreign languages. The challenges of heterogeneous classrooms, varied learner needs, and the importance of differentiated instruction are critically analyzed. In conclusion, the article underscores that the successful development of language skills requires a balanced and integrated approach, one that aligns teaching methods with learners' goals, contexts, and proficiencies. It advocates for ongoing teacher training, curriculum innovation, and research into best practices to ensure the effective teaching of foreign languages in a globalized and multicultural world. The findings and insights presented aim to support educators, curriculum designers, and policymakers in enhancing foreign language education and promoting lifelong language learning.