Introduction. The article reveals the relevance of the problem of the formation of the speech environment that surrounds a student at a pedagogical university; nominates factors affecting its quality; differentiates the concepts of “language environment”, “speech environment”; presents the relationship between the quality of scientific content, the form of direct and distance learning classes and the formation of the speech environment, which, in turn, will serve as the basis of professional communication of the future teacher. The purpose of the article

is to present the main provisions of the organization of the formation of the speech environment of students — teachers of primary education — in the process of various forms of teaching language theory and practice from the point of view of improving the quality of professional communication.

Materials and Methods. Basic research methods — these are observations of the speech product of students in the classroom, analysis of scientific papers that reveal the problems of the content of the concept of “speech environment”, structuring the necessary speech environment in the ontogenesis of speech (from early preschool age to the stage of mastering the profession inclusive), the development of language ability, the formation of professional and pedagogical speech, as well as classification of types and types of educational classes and communicative situations, during the deployment of which the developing speech environment is formed, which contributes to the growth of the quality of the communicative skills of the future teacher, description of the forms of tasks for the development of communication skills, observation of students' speech activity during classes and industrial pedagogical practice. The material for the analysis was educational, educational and methodological sources on the disciplines of the philological cycle, lists of forms of distance learning classes due to the fact that it becomes relevant with the spread of digital resources and IT technologies, information from the work programs of the following disciplines of the linguistic cycle — “Modern Russian Language” (modules — “Phonetics. Phonology. Orthoepy”; “Lexicology. Lexicography”; “Morphemics. Word formation”; “Morphology”, “Syntax”), “Russian language and speech culture” (modules — “Phonology. Orthoepy”, “Lexicology. Lexicography”, “Morphology”; “Syntax”; “Spelling. Punctuation”; “Stylistics”; “Rhetoric”), “Workshop on the Russian language” (“Spelling of Modern Russian language” and “Punctuation of Modern Russian language”), “Actual problems of Modern Russian Spelling”, “Actual Problems of Modern Russian punctuation”, “Pedagogical Rhetoric” (modules — “Rhetoric. Preparation of a public speech. The Russian rhetorical tradition”, “Pedagogical communication, its features. Genres of pedagogical speech”. Functions of pedagogical communication. “Rules of construction and pronouncing of pedagogical speech”), “Business rhetoric” (modules — “Russian language”. “Norms of the modern Russian language”. “Functional styles of the modern Russian language” and “Business eloquence and its genres”), “Theory of literature and practice of reading activity”, “History of Russian literature”, “Children's literature”, “Psycholinguistics”, “Theory of speech activity” (the latter two disciplines are characterized by convergence, i.e. students get access to an expanded range of highly specialized terminology, interdisciplinary, therefore quite difficult to perceive and understand, but necessary for the independent formation of the speech environment of a modern professional teacher who is able to operate with relevant concepts of inclusion, solve problematic situations arising in the process of teaching and educating schoolchildren with special educational needs, as well as improve their knowledge and skills in this area). The process of teaching, control and assimilation of the above-mentioned disciplines by means of various forms of education and types of classes is a factor in creating a speech environment for students at universities.

Results. The concepts of “natural speech environment”, “artificial speech environment” are presented, the content of the terms “language environment” and “speech environment” is differentiated, the conditions for structuring the speech environment of students are formulated, the ways, methods of communication, types of classes and exercises that correct the speech environment of future teachers and improve its quality are given. The topics of educational modules of linguistic and related disciplines are given. The formation of the speech environment of future teachers is considered as a multidimensional process, which includes both linguistic and extralinguistic components, as well as adjacent ones — psychophysiological, psychological, social and cultural. The speech environment is represented as a product of national culture, family relations, the activities of state and public institutions and their interrelationships with the subject of speech. The material allows us to conclude that the image of an artificial speech environment structured by teachers in the learning process can gradually replace in the memory of students the image of the original natural speech environment (vicious, flawed, not meeting the requirements of pedagogical and business communication — it is the speech environment surrounding the personality that determines the quality of the ability to communicate), then internalize, become dominant in professional communication. In the context of the development of information technologies, an increase in the volume of operations in training, organization and management of education, with the expansion of professional communication opportunities, the implementation of advanced training and additional education programs, remote forms and means of creating a speech environment for a future teacher are of particular relevance. The types of distance learning that have a certain potential in building the speech environment of students are given.

Discussion. It seems urgent to solve such problems as determining the component composition of the speech environment, the influence of the artificial speech environment on the natural one, identifying the tools for creating the speech environment of the future teacher. Attention is focused on the specifics of concepts related to the typology of different types of speech activity, tasks that form clusters or semantic and stylistic-genre fields that will structure the artificial speech environment in the professional and pedagogical aspect. The problem of transformation of an artificial speech environment into a natural one, or possible “absorption” of a vicious natural speech environment by it, as well as the process of interiorization (appropriation by a person) of the specifics of speech that distinguishes a professional teacher is posed.

Conclusion. The natural, “native” speech environment of a student at a university, as a rule, cannot be characterized as ideal due to a variety of circumstances — the psychophysiological, mental, socio-cultural status of the family, adults who influence the upbringing and development of the child, their financial situation, the number and quality of communication between relatives. Therefore, future teachers should use all the advantages of an artificial speech environment that meets language norms, the specifics of professional communication, the canons of speech etiquette, moral and ethical rules and principles of business relations, which naturally make themselves felt in the speech product of the individual. The main tool for creating the necessary speech environment is the teaching activity of the teaching staff, the auxiliary is the research work of students, production, pedagogical and pre-graduate practices that require students to implement language samples, speech templates for the design of a particular communication situation. All of the above tools correspond to the concept of the activity approach and contribute to the internalization of the artificial speech environment of the future professional. To form an artificial speech environment, it is necessary to rationally apply both direct, “eye to eye” forms of education, and indirect, that is mediated by information and technical resources that led to the introduction of distance pedagogical technologies into the higher education system.

The object “speech environment” is characterized as two-sided and convergent; the first property is due to the fact that it is created by the subjects of communication under objective conditions and is a stimulus, circumstance and template for the speech reaction of the listener-addressee, and the second property is determined by the multidimensional, complex nature of speech, consisting of mental, genetic, psychological, social components; the speech environment is both a product and a factor of culture, the “creation” of the individual;

The concept of “speech environment” is relevant for such sciences as psycholinguistics, theory of speech activity, methods of teaching native language, methods of teaching a foreign language, sociolinguistics, ethnopsycholinguistics;

The specifics of structuring the speech environment of a student-teacher is the need to create for students a block of knowledge about the development of speech of younger schoolchildren and the rules for the formation of a high-quality speech environment for them; students who have passed the production pedagogical practice logically come into contact with the problem of the design of the speech environment in elementary grades, and will also be able to extrapolate their teaching activities at school to the process of self-editing and self-development.

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