Problems of Computational Linguistics in Teaching the Russian Language in Modern Uzbekistan

Abstract

This article examines the problems of computational linguistics in teaching the Russian language in modern Uzbekistan. The rapid development of digital education, artificial intelligence, corpus technologies, automatic translation systems, speech recognition tools and electronic learning platforms has created new opportunities for language teaching. At the same time, the integration of computational linguistics into Russian language education in Uzbekistan faces a number of methodological, technological, linguistic and sociocultural difficulties. The purpose of the article is to identify the main problems that arise when computational linguistic tools are used in teaching Russian as a second or foreign language in the Uzbek educational context. The study is based on descriptive, analytical, comparative and methodological approaches. The results show that the most important challenges include the lack of localized digital resources, insufficient Russian-Uzbek bilingual corpora, limited adaptation of automatic language processing tools to learners’ needs, weak integration of computational methods into teacher training, difficulties in automatic assessment of students’ speech and writing, and the risk of excessive dependence on machine translation. The article argues that computational linguistics can significantly improve Russian language teaching only when digital technologies are combined with linguodidactic principles, teacher competence, cultural context and communicative methodology.