ТHE BEHAVIOURIST MODEL AND COMMUNICATIVE COMPETENCE IN GAMIFIED LANGUAGE LEARNING

The study examines the discrepancy between the quantitative indicators of the spread of gamified applications for foreign language learning and their pedagogical effectiveness with regard to productive types of speech activity. The empirical base comprised statistical data from the Duolingo platform for 2025-2026, two systematic reviews, three meta-analyses for the period 2014-2023, and a series of experimental studies with samples ranging from 30 to 5071 participants. A comparative analysis showed that structural gamification produces a stable positive effect on vocabulary acquisition and user engagement, but is not statistically significant with respect to L2 reading self-efficacy and has not been evaluated in relation to spontaneous oral speech. The discrepancy is interpreted as a structural consequence of the beh本研究旨在探究外语学习游戏化应用的推广量化指标，与该类应用在产出性言语活动维度上的教学效能之间的差异。本研究的实证基础涵盖2025-2026年多邻国（Duolingo）平台的统计数据、2项系统综述、2014-2023年间的3项元分析，以及一系列样本量介于30至5071名参与者之间的实验研究。对比分析结果显示，结构性游戏化对词汇习得与用户参与度具有稳定的正向影响，但在第二语言（L2）阅读自我效能感维度上的效应未达统计学显著性，且尚未针对自发性口语表达开展相关评估。该差异被解读为beh的结构性后果（原文未完整收尾）。