The process of studying a foreign language in Russian higher education institutions is carried out in a specially organized linguo-didactic language environment which is understood as a methodological framework designed in accordance with the peculiarities of a linguo-cultural community. It is aimed at combining learning methods and techniques to implement them into pedagogical practice, ensuring the level-by-level development of students' language skills and complying with the international standards of language proficiency. The necessary modern basis for a linguo-didactic language environment is the use of Information and Communications Technology, which makes it possible to access the world of native speakers. The linguo-didacticlanguage environment creates socio-cultural communication patterns, provides an opportunity to become familiar with a different communication behavior, ensures students' participation in real communication expanding the boundaries of language learning situations and enriching their communication experience. The attributes of the language environment include audiovisual materials, speaking practice, spoken and written language as well as cultural background knowledge and different learning components. The subjective attributes of the language environment include students' cognitive activity, motivation and individual learning abilities. The conceptual model is aimed at teaching oral communication in a second foreign language in an artificial language environment which is based on the analysis and description of a current situation in the field of teaching a second foreign language at Russian universities, on perceiving a language situation as a basic education unit; on choosing the model of cross-cultural communication; on selecting the components of a natural language environment which have teaching potential and comply with the learning aims; on defining the learning methods; on creating the model of the designed environment.