Prospects for the use of artificial intelligence in modern teaching methods of Chinese grammar

Abstract

In modern linguodidactics, interest is growing in the integration of artificial intelligence technologies into the process of mastering the grammatical structure of the Chinese language, which is distinguished by an isolating typology, high contextual dependence, and the absence of morphological markers. This creates particular cognitive difficulties for learners from Indo-European linguistic backgrounds. An analysis of the capabilities of machine learning, natural language processing, generative models, and adaptive systems demonstrates their potential for creating personalized learning trajectories, automatic error diagnostics, and modeling communicative contexts. However, the effectiveness of such tools varies substantially depending on the nature of the grammatical phenomena. For constructions with clear formalization, such as word order and the system of measure words, the accuracy of error recognition approaches expert levels (89,6% and 91,4%, respectively), whereas aspectual particles and resultative complements present significant challenges for algorithms (74,2% and 78,9%), since their usage is determined by pragmatic, discursive, and culturally conditioned factors that go beyond purely syntactic analysis. An experimental comparison of learning outcomes in groups using intelligent platforms and in control groups reveals a statistically significant advantage for the former, manifested in an increase in grammatical competence of 17.6 points versus 9.4 points, with the greatest effect precisely in areas of high algorithmic reliability. A nonlinear, inverted U-shaped relationship has been established between the intensity of interaction with artificial intelligence and learning achievements: the optimal range is 40-80 interactions per semester, which provides maximum performance, while excessive frequency leads to a decrease in the independence of grammatical thinking, reminiscent of the effect of dependence on external prompts. Various categories of tools – automatic checking systems, adaptive trainers, and conversational interfaces – exhibit pronounced functional specialization, demonstrating the highest effectiveness respectively in recognizing formal violations, reinforcing constructions of medium complexity, and developing productive skills in contextual dialogue. The obtained data emphasize that artificial intelligence occupies a clearly defined niche, facilitating the redistribution of pedagogical load: the automation of routine operations of diagnostics and training frees up resources for in-depth work on the pragmatic aspects of grammar that require live interaction. Effective integration presupposes a methodologically informed combination of tools, a critical attitude of learners toward machine recommendations, and special training for teachers focused on the didactic support of technological means. Thus, consideration of the prospects for the application of artificial intelligence makes it possible to determine the real boundaries and conditions for its productive use in the methodology of teaching Chinese grammar, opening avenues for the further improvement of educational technologies amid growing global demand for the Chinese language.