COGNITIVE-DISCURSIVE EXERCISES FOR INTERCULTURAL CHINESE LANGUAGE TEACHING: INTEGRATING HUMAN JUDGMENT AND GENERATIVE AI

This article develops the methodological rationale for a cognitive-discursive exercise system intended to foster intercultural communicative competence among students majoring in Chinese philology and examines opportunities for human–AI collaboration in its implementation. The set of 36 formative exercises connects the cognitive-interpretive, affectivevalue and behavioural-discursive components of competence. The instructional sequence moves from understanding a communicative situation and comparing interpretations to selecting a strategy, putting it into practice and adapting it to new conditions. Utterances are examined in relation to speaker intention, participant relationships, intonation and nonverbal behaviour. Students first formulate their own response, then critically assess AI-generated alternatives and justify their revisions. AI serves as a resource for exploring and comparing communicative options rather than an authority on cultural norms. The methodological contribution consists of a classroom procedure and formative assessment criteria; the system’s effectiveness requires separate empirical investigation.

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