Model of the process of formation of foreign language regional competence of students of "Foreign regional studies" training direction

The purpose of this study is to present and substantiate the developed model of the process of forming foreign-language regional communicative competence of students studying in the field of training "Foreign Regional Studies". In the context of expanding international regional relations, the relevance of such studies increases, since modern regional experts must have not only deep knowledge of the region, but also a high level of foreign-language competence for effective communication at the international and interregional levels. The article analyzes the main modern requirements for the training of students-re-gional experts at the level of the Federal State Educational Standard of Higher Education. These requirements cover both theoretical aspects and practical skills and abilities necessary for successful work in the field of regional studies. The labor market requirements corresponding to the field of training "Foreign Regional Studies" are also studied in detail. This allows us to understand what qualities, skills and abilities graduates must have in order to be competitive in the labor market. The scientific novelty of the study lies in two key aspects. Firstly, the current component composition of the foreign-language regional communicative competence (FRCC) has been determined, which is adapted to the specifics of the field of study. This means that those aspects of foreign-language competence that are most important for students majoring in regional studies in the context of their future professional activities have been identified. Secondly, an adaptable system of assessment tools has been developed. This system allows for a more accurate check of the degree of formation of FRCC in students, which in turn will help teachers adjust the learning process and improve its effectiveness. As a result of the study, a model for the formation of FRCC in students studying in the field of study "Foreign Regional Studies" has been successfully developed. This model combines theory and practice, and takes into account modern trends in education and labor market requirements. It can become an effective tool for universities and teachers who prepare students for a successful career in regional studies. This model has significant practical value. For students, it becomes a guideline on the path to professional growth. With its help, students can systematically develop their foreign-language regional skills and abilities, based on the identified deficiencies and needs. For example, using an adaptable system of assessment tools, students can conduct self-assessment, track their progress and take measures to develop certain components of competence. For universities, the model can become a basis for rethinking the curriculum in the field of training "Foreign Regional Studies". Universities can use it to adapt the educational process in accordance with modern requirements, introduce new teaching methods and materials that will contribute to the formation of foreign-language regional competence. In addition, the model can facilitate partnerships between universities and employers. Employers can participate in the development and implementation of the model in order to obtain more qualified specialists ready to work in the field of regional studies immediately after graduation. When implementing the model in different educational institutions, it is important to take into account the individual characteristics of students. Each educational institution has its own specifics, and the model should be adapted to different levels of training of students, their level of development of foreign language skills and abilities, as well as their needs. For example, in universities with a strong language focus, the model could be implemented with a greater emphasis on regional language training, while in universities with a broad range of disciplines, the model could be integrated with other areas of study to create a more comprehensive educational experience. Future research in this direction could be expanded. It would be possible to conduct experiments on the implementation of the model in different educational institutions, comparing its effectiveness in different contexts. It would also be useful to study the impact of the model on the long-term careers of graduates to ensure its long-term effectiveness and usefulness. The authors declare that there is no conflict of interest.

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