Lina Antonova

The development of academic mobility, the desire for internationalization of universities leads to an increase in the number of foreign students throughout Russia. However, in some regions, when teaching Russian as a foreign language, textbooks published in the central cities of Russia (Moscow, St. Petersburg) are used, and they do not reflect the realities of the country's regions. Nevertheless, practical work shows that learning in isolation from the reality surrounding the foreigner does not contribute to successful adaptation and the formation of communicative competence. In this regard, teachers of Russian as a foreign language in Russian regions build training taking into account the regional component. The concept of "regional component" in the domestic pedagogical system was associated with educational standards. Despite the fact that the regional component was canceled in the Federal State Educational Standard, this concept is still used in the scientific everyday life of researchers. In addition, the regional component as a term is not recorded in modern specialized dictionaries. The purpose of this article is to clarify the concept of "regional component" from the point of view of teaching foreign languages in general and Russian as a foreign language in particular. The work is based on the analysis of scientific and methodological research of Russian and foreign scientists. The results of the research are expressed in the author's proposed definition of the concept of "regional component" from the position of teaching foreign languages and in the designation of its tasks. We define the regional component as a sum of knowledge that reflects the cultural, ethnic, historical, natural, and economic characteristics of a particular region. In our understanding, the inclusion of a regional component in the content of teaching Russian as a foreign language should solve the following tasks: formation of the communicative competence of foreign students; help foreigners learn the realities of the region of residence, which contributes to the activation of socio-cultural and linguo-cultural adaptation; formation of the speech culture of a foreign student, taking into account the linguistic situation of the region of residence; increasing educational motivation for learning the Russian language; development of intercultural competence for successful intercultural communication. The research results can be included in specialized dictionaries on the theory and methodology of teaching foreign languages and applied in the practice of teaching Russian as a foreign language in Russian regions.