Optimisation des systèmes de dialogue basés sur l’IA pour l’apprentissage des langues au Kazakhstan
une approche linguistique
DOI :
https://doi.org/10.18172/cif.6714Mots-clés :
prononciation, morphologie, unités syntaxiques, apprentissage par chatbot, IA multilingueRésumé
Cette étude vise à analyser les processus liés au développement et à l’optimisation des chatbots conformément aux règles linguistiques. À l’aide d’une analyse linguistique, elle examine les principales caractéristiques de l’utilisation des chatbots, en tenant particulièrement compte des spécificités linguistiques de la langue kazakhe dans le contexte de l’enseignement de l’anglais. Les étapes du développement d’un chatbot comprennent l’analyse des besoins des utilisateurs, la conception conceptuelle et structurelle, la préparation des supports pédagogiques, l’intégration multimédia, les tests, la personnalisation, l’analyse des retours, l’amélioration des algorithmes et l’intégration aux plateformes. Les étapes d’optimisation incluent l’analyse des données utilisateurs (demandes, erreurs), l’amélioration du traitement automatique du langage naturel (TALN), la distribution de contenus adaptatifs, le suivi des performances et le perfectionnement continu. Une enquête menée auprès de 50 élèves de deux gymnases kazakhs a révélé que Duolingo était préféré pour la phonétique (43 % et 41 %), la grammaire (53 % et 59 %) et le vocabulaire (48 % et 39 %). Mondly et HelloTalk étaient privilégiés pour la syntaxe (36-39 %), tandis que Mondly, HelloTalk et Tandem étaient les plus efficaces pour la production d’un discours cohérent (35-46 %). Ces résultats soulignent les forces variées des chatbots selon les domaines linguistiques. L’optimisation des chatbots en langue kazakhe tels que Soyle Bot, Bilim Class et Qazaq Grammar Chat doit tenir compte de la structure agglutinante, de la richesse morphologique et de la double utilisation des alphabets latin et cyrillique. Les stratégies efficaces incluent la ludification, l’intégration multimédia, la localisation des contenus, l’alignement sur les normes éducatives et la personnalisation.
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© Zhazira Zhauynshiyeva, Balzhan Agabekova, Gulmira Mirkenova, Dariga Ismailova, Zhaxylyk Oralkanova 2026
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