Abstract:

The process of mastering a foreign language at a Russian university is carried out in a specially organised linguodidactic environment, which implies a methodical system created in accordance with peculiarities of a natural linguocultural society. This system combines components of effective teaching and methods of pedagogical management ensuring a step-by-step development of students’ linguistic personality based on European standards of language proficiency. The necessary basis for a modern linguodidactic environment is ICT, which opens unrestricted access to the world of native speakers in the global communication network. The linguodidactic language environment, which is based on ICT tools, demonstrates and thereby shapes sociocultural stereotypes, provides an opportunity to learn peculiarities of communicative behaviour in a foreign language. Moreover, such linguodidactic language environment ensures students’ participation in real language communication and pushes the boundaries of conventional educational situations, thus, expanding students’ experience of intercultural communication.The teacher evaluates the environment from the didactic perspective, reveals the pedagogical potential of the given environment, selects and combines the most effective resources at his or her discretion based on learning objectives. Interacting with the didactic environment, updating and expanding this environment depending on the dynamics of learning, the teacher acts as a mediator between the environment and students, who also enrich and modify the environment through their practical activity. Using this approach, the teacher and the student perform their personal functions, and cognitive processes begin to be part of students’ social and personal self-fulfillment. A.A. Leont'ev points out a number of potential linguodidactic functions of the natural language environment which, with a certain methodological interpretation, can be used to improve foreign language learning: a communicative function, a diagnostic function, information function, an accelerative function. Thus, one of the most important methodological tasks is the design of such educational (artificial, linguodidactic, communicative) language environment is that, on the one hand, it would reflect the features of the natural language environment and, on the other hand, would facilitate the learning process.In order to create a rich language environment, we identified authentic multimedia components of the linguodidactic environment selected according to such criteria as: brevity of news information, frequency of news information, availability of resources in the country, diversity of formats and genres. Thus, the radio stations were integrated into the learning environment, TV channels, Newspapers and magazines. Thus, the necessary basis for a modern linguodidactic environment is the means of ICT, which open unrestricted access to the world of native speakers in the global communication network. Thus, the linguodidactic influence of the linguistic environment is not some potential speculative property of the language, but a methodological fact. Its influence on the student is determined by the following factors: the methodical organisation of the learning system, which presupposes a natural language environment (real and / or virtual) and internal motivation for learning a language. The necessary basis for a modern linguodidactic environment is the means of ICT.

Keywords:

Artificial language environment, ICT, bilingualism, linguodidactic environment, real and virtual environment, communicative competence.