In recent years, in Russia and abroad, we may have noticed the following tendency: the complex of education-related sciences become increasingly interested in learning about the environment which surrounds a human, its role, its potential and its possible use in education. The initial message is represented by the notion that the outside environment should not be analyzed as a whole but from the position of its influence on the learner. This approach allows creating an environment for handling specific pedagogical tasks by wisely using the outside environment potential and achieving the process of optimal pedagogical interaction with this environment. The linguo-didactic influence of the language environment is a methodical fact, which effects a learner by the following factors: by methodically building an educational system considering the presence of the natural language environment (real and/or virtual) and forming an inner learning motivation, which, by arising from the contact with the language environment, stimulates the learners' oral activity both during the learning process and outside its framework. Besides, this motivation preconditions the significant intensification of the learning process.