INTEGRATING ARTIFICIAL INTELLIGENCE INTO THE TEACHING OF CONSTRUCTION-RELATED TERMINOLOGY: A LEXICOLOGICAL AND PEDAGOGICAL PERSPECTIVE
Abstract
Teaching language has changed dramatically as a result of the quick development of digital technology, especially in specialized fields like engineering and construction. From a lexicological and pedagogical standpoint, this research investigates the incorporation of artificial intelligence (AI) into the teaching of construction-related terminology. Although the use of AI-based tools in language training has grown, little is known about how they might be applied to the acquisition of domain-specific vocabulary. Drawing on contemporary linguistic theory and educational technology research, this study examines how AI-driven systems can facilitate the acquisition, retention, and contextual usage of technical terminology without reducing learning to mechanical processes. The findings suggest that AI, when used as a supportive rather than dominant tool, enhances learner autonomy, improves semantic comprehension, and promotes contextualized language use. The paper also addresses potential challenges, including overreliance on automated systems and the need for pedagogical mediation.
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