2313-8971Research result. Pedagogy and Psychology of Education2313-897110.18413/2313-8971-2021-7-2-0-42399PEDAGOGICS<strong>The influence of the educational environment of a military tertiary institution on teaching foreign languages</strong><strong>The influence of the educational environment of a military tertiary institution on teaching foreign languages</strong>VanyaginaMarina RomanovnaVanyaginaMarina Romanovnamarmalkina@rambler.ruSt. Petersburg Military Zhukov’s Order Institute of National Guard Troops of the Russian Federation20217200

Proficiency in foreign languages is an important component of the military specialist competency. The training of highly qualified officers in military tertiary institutions is aimed at the comprehensive development of the personality and the formation of professional and universal competencies, among which communication competence plays an important role. The process of foreign language training in a military university is conditioned by the characteristics of the educational environment. The purpose of the work is to identify the specifics of teaching foreign languages in a military tertiary institution and determine how the military educational environment affects foreign language training. The study used the methods of analyzing the scientific literature, extrapolating the author&#39;s pedagogical experience, the expert survey method and categorical-symbolic methods of logic-sense modeling. A solar-radial model of the characteristics of the educational environment of a military tertiary institution was built, including eight rays: priority of up-bringing, training content, regulation, attributes, community, high loads, isolation and closure, extracurricular activities. The model allows you to quickly depict the specifics of a military tertiary institution that affects the learning process. Since foreign language training in a military university, due to the strict regulation of all activities and the closed regime of information use, has a number of contradictions, the process of foreign language training in a military tertiary institution is represented by a scheme of contradictions on two levels, called the Celtic Cross in the system-categorical methodology. The model displays the dialectic of the process of teaching a foreign language as a means of intercultural and professional communication. The influence of the regulated military educational environment on the process of foreign language training has both negative and positive features. On the one hand, the introduction of modern information technologies is slower in a conservative closed environment, but on the other hand, the stability and organization of a military tertiary institution leads to high indicators of planned results.

Proficiency in foreign languages is an important component of the military specialist competency. The training of highly qualified officers in military tertiary institutions is aimed at the comprehensive development of the personality and the formation of professional and universal competencies, among which communication competence plays an important role. The process of foreign language training in a military university is conditioned by the characteristics of the educational environment. The purpose of the work is to identify the specifics of teaching foreign languages in a military tertiary institution and determine how the military educational environment affects foreign language training. The study used the methods of analyzing the scientific literature, extrapolating the author&#39;s pedagogical experience, the expert survey method and categorical-symbolic methods of logic-sense modeling. A solar-radial model of the characteristics of the educational environment of a military tertiary institution was built, including eight rays: priority of up-bringing, training content, regulation, attributes, community, high loads, isolation and closure, extracurricular activities. The model allows you to quickly depict the specifics of a military tertiary institution that affects the learning process. Since foreign language training in a military university, due to the strict regulation of all activities and the closed regime of information use, has a number of contradictions, the process of foreign language training in a military tertiary institution is represented by a scheme of contradictions on two levels, called the Celtic Cross in the system-categorical methodology. The model displays the dialectic of the process of teaching a foreign language as a means of intercultural and professional communication. The influence of the regulated military educational environment on the process of foreign language training has both negative and positive features. On the one hand, the introduction of modern information technologies is slower in a conservative closed environment, but on the other hand, the stability and organization of a military tertiary institution leads to high indicators of planned results.

military educational environmentspecifics of military tertiary institutionforeign language educationforeign languagecontradiction schememilitary educational environmentspecifics of military tertiary institutionforeign language educationforeign languagecontradiction schemeСписок литературыBalykhina, T.M. and Veter, O.V. (2016), &ldquo;Tolerance in the high school educational process&rdquo;, Dynamics of linguistic and cultural processes in modern Russia, 5, 1411-1416. (In Russian).Boush, G.D. and Razumov, V.I. (2019), Metodologija nauchnogo issledovanija (v kandidatskih i doktorskih dissertatsijah) [Methodology of scientific research (in candidate and doctoral dissertations)], Moscow, Infra-M, Russia.Vanyagin, V.E. and Vanyagina, M.R. (2018), &ldquo;Problems and contradictions of foreign language training in military educational organizations of higher education and ways of resolving them&rdquo;, PNRPU Linguistics and Pedagogy Bulletin, 2018, 3, 162-174. (In Russian).Vishnyakova, T.N. and Skoblikova, M.V. (2016), &ldquo;Educational environment specificity of a military institution&rdquo;, Science and Military Security, 2 (5), 147-151. (In Russian).Eroshenkov, N.V. and Eroshenkova, E.I. (2017), Professional&#39;no-nravstvennaja podgotovka kursantov v obrazovatel&#39;nyh organizatsijah sistemy MVD Rossii [Professional and moral training of cadets in educational institutions of the Ministry of Internal Affairs of Russia], Belgorod, Russia.Korotaev, A.S. (2019), &ldquo;Specifics of the military university educational environment&rdquo;, Jaroslavl Pedagogical Bulletin, 4 (109), 78-85. (In Russian).Obraztsov, P. I. and Kosuhin, V.M. (2004), Didaktika vysshej voennoj shkoly [Didactics of Higher Military School], Orel, Russia.Slobodchikov, V.I. (1997), Obrazovatel&#39;naja sreda: realizatsija tselej obrazovanija v prostranstve kul&#39;tury [Educational environment: realization of educational goals in the space of culture], Novye cennosti obrazovanija: kul&#39;turnye modeli shkol. Moscow, Russia.Modern digital educational environment (2017), available at: http://neorusedu.ru (Accessed 31 May 2021).Taine, H.A. (1996), Filosofiya iskusstva. [Philosophy of the Art]. Moscow, Respublika, Russia.Shteinberg, V.E. (2015), Teorija i praktika didakticheskoj mnogomernoj tekhnologii [Theory and practice of didactic multidimensional technology], Moscow, Narodnoe obrazovanie, Russia.Jasvin, W.A. (2018), &ldquo;Research Educational Environment in in Russian Psychology: from Methodological Discussion by the Empirical Results&rdquo;, Izvestiya of Saratov University. New Series. Series: Philosophy. Psychology. Pedagogy, 18 (1), 80-90, DOI: 10.18500/1819-7671-2018-18-1-80-90. (In Russian).Bates, T. (2016), Building an effective learning environment available at: https://www.tonybates.ca/2016/02/22/building-an-effective-learning-environment/ (Accessed 1 May 2021).Brown, M. (2014), Understanding the Pursuit of Higher Education Among Active-Duty Military Personnel in the Face of Deployment, Using the Lens of Schlossberg&rsquo;s Transition Theory Educational Administration, Ph.D. dissertation, University of Nebraska-Lincoln, USA.De Corte, E. and Verschaffel, L. E. (2003), Powerful learning environments: unravelling basic components and dimensions, Oxford, Elsevier Science.Elbner T.R. and Janke R. (ed.) (2016), Didactics of Military Ethics: From Theory to Practice (International Studies on Military Ethics), Brill-Nijhoff.Gros, B. (2016), The design of smart educational environments, Smart Learn. Environ. 3, 15, doi.org/10.1186/s40561-016-0039-x.Helvetius, С.-А. (1758), De l&#39;Esprit. Paris: Durand.Lambarozzi, C. (2015), Learning environments by design, USA: ATD Press.Starr-Glass, D. (2011), Military Learners: Experience in the Design and Management of Online Learning Environments, MERLOT Journal of Online Learning and Teaching, 7(1), 147-158.