Russian song, pronunciation training, phonetic and phonological competence, Vietnamese students, didactic potential, pedagogical conditions

Importance. The need to improve methodological approaches to teaching Russian pronunciation to Vietnamese students learning Russian as a foreign language is a promising research direction. A particular challenge for this category of learners is the intonation and rhythmic features of Russian speech, which differ from analogous characteristics in the Vietnamese language. The scientific and methodological rationale for using songs in pronunciation training remains insufficiently developed. Therefore, this work aims to investigate the features of Russian pronunciation and intonation that are particularly difficult for Vietnamese students and to develop an algorithm for organizing a Russian as a Foreign Language lesson using song materials and artificial intelligence technologies to optimize the Russian as a Foreign Language learning process. The objective of the study is to examine the didactic potential of songs in teaching pronunciation and to provide a rationale and methodological recommendations for the development and use of song materials and artificial intelligence technologies in teaching Russian as a Foreign Language to Vietnamese students, with the aim of improving their pronunciation and developing listening skills. Aim of the research is to identify the didactic potential of Russian-language songs in developing pronunciation skills among Vietnamese students and to substantiate methodological recommendations for their use in the Russian as a Foreign Language system. Tasks: 1) analyze the cross-linguistic differences between the Russian and Vietnamese phonetic systems; 2) identify the typical difficulties Vietnamese students face in perceiving and reproducing Russian intonation and rhythm; 3) characterize the didactic factors that facilitate and hinder the development of pronunciation skills when working with song material; 4) propose an algorithm for organizing an Russian as a Foreign Language lesson utilizing songs and artificial intelligence technologies.

Research Methods. The content analysis of scientific literature on the problem, structural and semantic analysis of song texts from the point of view of their phonetic value are used (the study includes a selection of songs (“Katyusha”, “Moscow evenings”, “Oh, frost, frost”, “Dark night”, “Oh, the viburnum blooms”, “I’m walking on Moscow”, “Kalinka”, etc.), their phonetic analysis (rhythm, intonation, stress), as well as pedagogical observation of students’ reactions), generalization and systematization of pedagogical experience.

Results and Discussion. The analysis showed that the use of song material contributes to the development of the intonation-rhythmic component of pronunciation as a particular aspect of phonetic and phonological competence. Positive didactic factors were identified: authenticity (with simultaneous linguistic complexity), emotional involvement (despite possible interference of the native language), rhythmic organization (at the risk of distortion of prosodic models). Popular Russian songs (“Katyusha”, “Moscow evenings”, “How delightful evenings are in Russia”) with high potential for the development of auditory and pronunciation skills are considered as examples of song material. Based on them, exercises have been developed aimed at perceiving rhythmic patterns, working out reduction, accentuation and intonation patterns. Based on the proposed model, an algorithm for organizing Russian as a Foreign Language lesson using songs and artificial intelligence technologies has been developed, including the stages of goal setting, material selection and adaptation, task creation, visualization and control of results.

Conclusion. The use of Russian songs in pronunciation training contributes to the formation of phonetic and phonological competence of Vietnamese students, the development of rhythmic, intonation and articulation skills, and also increases the motivation and involvement of students. The developed algorithm and methodological recommendations can be used both in pronunciation courses for students with tonal native languages, and in advanced training programs for Russian as a Foreign Language teachers.