Дидактичний потенціал і обмеження генеративного штучного інтелекту у викладанні німецької мови в університеті: порівняння німецької як першої та другої/іноземної мови

Abstract

Purpose. Purpose. The study aims to determine and systematize the didactic potential of generative artificial intelligence (GenAI) in university German language teaching and to compare its functions and limitations in teaching German as a first language and as a second/foreign language. Methodology. The study employs qualitative didactic analysis and comparative analysis. The analytical material consists of self-developed, didactically modelled instructional scenarios representing typical university German language tasks. The examples cover grammar, vocabulary, writing, communication, stylistic revision, register differentiation, genre transformation, and critical analysis of AI-generated texts. No human participants or statistical procedures were involved. Results. The analysis demonstrates a functional asymmetry in the pedagogical use of GenAI. In second/foreign language teaching, GenAI primarily functions as linguistic scaffolding. It can provide contextualised grammar practice, lexical differentiation, corrective feedback, communicative simulation, and support for successive stages of writing. In first-language teaching, its dominant function shifts towards linguistic and metalinguistic reflection. GenAI can support academic writing, stylistic differentiation, register awareness, genre transformation, argumentation, and critical evaluation of alternative formulations and AI-generated texts. In both contexts, the pedagogical value of GenAI increases when learners evaluate, modify, and justify AI suggestions rather than merely reproduce generated content. Conclusions. GenAI should not be treated as a uniform instructional technology whose functions remain identical across language-learning contexts. Its didactic value depends on the linguistic status of the target language and on the degree of learner agency built into the task. For second/foreign language instruction, GenAI is particularly valuable as a scaffold for language production and practice. For first-language instruction, it is more productive as an instrument of linguistic reflection, text development, and critical language awareness. Responsible implementation therefore requires teacher mediation, explicit task design, and activities that preserve the learner's role as the primary linguistic decision-maker.