Linguodidactic Fundamentals of Modeling a Problem-Oriented Educational Environment in University Language Education

Although by now the need to create a problem-oriented educational environment in higher education when mastering academic disciplines (including FL as a university subject) has already been proven both theoretically and experimentally, nevertheless, the Linguodidactic analysis of 100 syllabuses in a foreign language as an academic discipline and 100 FL course-books (written by Russian university teachers & published in 2019-2023) shows the lack of orientation among most of their authors towards its creation due to their lack of awareness of the linguodidactic foundations of modeling a problem-oriented educational environment in a university educational context, integrating communicative-approach, problem-based approach and sociocultural approach in teaching & learning a foreign language as a tool of intercultural communication. The article briefly summarizes the results of scientific understanding of the problem-based approach in education, its general and specific features with the view to the linguodidactic interpretation of the concepts of “problem-based learning”, “problem-based teaching”, “problem-based mastering of the discipline” in relation to teaching a foreign language the learner and his/her socialization by means of a foreign language, gives a description of a system of interconnected cultural and linguocultural problem-solving tasks and assignments, problem-oriented types of learners’ monolingual and bilingual activities, creative types of university students’ verbal activities in co-learning languages, including recommendations for the methodological design of cultural problem-solving tasks, with which the teacher starts forming a problem-oriented educational environment in the FL classroom and outside it.