Developing foreign language regional competence of future foreign language teachers: Modeling of the process

Abstract

The article considers modeling of the process aimed at developing the future foreign language teacher regional competence. It is noted that modeling is one of the practice-oriented methods for description and generalization of research results. The process of model development has revealed a number of contradictions in the systems of secondary and higher education. The structure of the regional competence development model comprises the following linked components: theoretical-methodological, purpose, contentful, process-operational, and evaluative-result. Methodology of the obtained model is based on the intercultural, regional, competence, professionally-oriented, and personal-activity approaches. The process of the experimental verification of the developed model has revealed a complex of professional knowledge and pedagogical skills that have a direct link with the foreign language learning process in the context of intercultural communication at the regional level. The experiment is conducted by employing experimental and control groups of students, as well as invariant and varied learning conditions. The result of the study is the assessment of the regional competence of future foreign language teachers in terms of six criteria. The research outcomes prove the purposefulness of incorporating materials with a regional component of native and foreign-speaking society in the process of foreign-language training of future foreign language teachers.