Regional component in teaching Russian as a foreign language: The content and methods of its implementation (the experience of Pskov University)

The article presents the concept, developed at Pskov State University: The regional component implementation in teaching the Russian language to foreigners. The relevance of the topic under consideration is determined by the need to optimize the process of foreigners’ socio-cultural adaptation in the region of study and residence. The article shows the variety of implementation forms of the regional component of education and the used teaching tools, which are developed taking into account the communicative needs of the addressees and their level of proficiency in Russian. The principles of drawing up the regional linguoculturological minimum and the techniques of its activation in speech are described in relation to international students of the pre-university level of training. Much attention is paid to the issues of adaptation of bachelors who have undergone pre-university training in other regions: an adaptation crash course of the Russian language including a regional component and an extensive program of activities in extracurricular regional studies are offered to students of non-philological specialties. A special discipline has been developed for international students of philology, preparing them to work with Pskov folklore and dialect material; during their educational practice on the streets of the city they master its toponymic space. International undergraduates and graduate students of philology who are competent in regional linguoculturology participate in projects of the University Lexicographic Laboratory. The article emphasizes that the proposed system for developing a regional component in teaching Russian as a foreign language can be implemented based on other Russian cities and regions, which determines the practical significance of the concept and the article presenting it.

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