I. YAKOVLEV CHUVASH STATE PEDAGOGICAL UNIVERSITY BULLETIN

language learning environment, competitive educational environment, foreign language education, professional foreign language communication, motivation, diagnostic feedback, conceptual model

The article presents a structural model of a competitive language learning environment (hereinafter – CLLE) at university, integrating axiological, motivational, activity-based and diagnostic components. The relevance of the study lies in the fact that competitive formats – olympiads, contests, debates, case championships – have long been part of foreign language teaching, yet they are described in the literature mainly as isolated techniques or elements of gamification, while a holistic pedagogical model of a competitive environment specifically for foreign language education is still missing. The purpose of the study is to propose such a model and to substantiate the functions of each of its components. The research is carried out as a conceptual article of the theory model type: it employs theoretical analysis of sources on pedagogical modelling, competitive educational environments, axiology of foreign language education, motivation theory and formative feedback theory; the structural validity of the model has been examined through expert evaluation involving 17 university lecturers, whose agreement was assessed using Kendall’s coefficient of concordance. As a result, CLLE is defined as a pedagogically regulated system of values, motives, educational and communicative actions, and diagnostic feedback, in which competitiveness is treated as a resource for developing professional foreign language competence. The typology of pedagogical mechanisms, diagnostic indicators and inter-component relations is described. The scientific novelty of the study consists in integrating competitiveness, axiology, motivation, activity and diagnostics into a unified language-didactic system, while clearly differentiating CLLE from gamification and competition-based learning. The results may be used when designing English for specific purposes courses.

Gulov, Artem Petrovich – Doctor of Pedagogics, Associate Professor of the Department of English Language, Moscow State Institute of International Relations (MGIMO University), Ministry of Foreign Affairs of the Russian Federation, Moscow, Russia, http://orcid.org/0000-0001-7192-5316, gulov@tea4er.org