Abstract:

The relevance of the study is due to the contradiction between the need to introduce a national-regional component in the educational process and insufficient knowledge of the problem of implementing the regional component in foreign language lessons, as well as the selection of the necessary local history material, which significantly expands students' knowledge of the culture of their native country and region. The purpose of the study is to develop and experimentally substantiate the testing of the regional component at the senior level of education. The object of the research is the learning process, taking into account the national-regional component of the content of education at the senior stage. The scientific novelty of the research lies in the substantiation of the need to integrate the national-regional component into the process of teaching foreign languages at the senior level. The theoretical significance of the study lies in identifying the foundations for the implementation of the regional component in foreign language lessons in basic school. The practical significance of the research lies in the development of a set of tasks for the development of foreign language communicative competence of students, taking into account the implementation of the national-regional component included in the educational process.

Our study is a natural experiment, since it was carried out in real conditions for the tested conditions with the allocation of control and experimental groups. The experimental work was carried out in the municipal budgetary educational institution "Gymnasium No 16 with the Tatar language of instruction" of the Volga region of Kazan. The experimental work was carried out in 3 stages. After testing, we carried out an analysis of the state of local lore competencies of students. The obtained data were subjected to quantitative and qualitative processing, thanks to which it will be possible to present an overall picture of the level of students' local history knowledge.

The analysis of the research results showed that due to the work carried out on the integration of the national-regional component into the process of teaching a foreign language, the indicators of the level of local history knowledge of the experimental group at the control stage increased in comparison with the results at the ascertaining stage. We can observe a transition from an average initial level of knowledge to a high one. In the indicators of the control group, we can mainly notice the transition from a high level of knowledge to an intermediate one. In the course of this study, a set of tasks was developed, as well as the forms and methods of introducing a regional component into teaching English were selected. When selecting or designing exercises that contain a regional component, it is necessary to carefully select the material for the lesson so that the training is as effective and expedient as possible. Moreover, such exercises can be used as ways to form and improve all types of speech activity. The regional component in a foreign language lesson is a tool that improves the quality of education, and serves not only to enrich knowledge, but also to perform all didactic functions. Local lore material awakens in students a special cognitive interest in their native land and stimulates the study of a foreign language.

Keywords:

Teaching, foreign languages, school, research, regional component, nationality.