Regional component in teaching reading in a foreign language (using the example of the Chinese language)

Abstract

Under the conditions of simultaneous globalization and regionalization of language education, there is an increasing demand for such foreign language reading instruction that develops not only linguistic but also interregional cultural literacy, which makes the regional component particularly relevant in the study of the Chinese language. The research is aimed at providing a theoretical justification for a broad understanding of the regional component as the coordinated co-study of the target region’s culture and the learners’ native culture with the goal of preparing for productive intercultural communication. The methodological framework includes an analytical review of linguodidactic literature, a comparison of narrow and broad interpretations of the concept, modeling of the educational process through the selection of authentic and adapted texts, as well as the design of a multilevel set of tasks to transform regional knowledge into speech skills. Criteria for selecting reading materials are presented, including correspondence to the language proficiency level, diversity of lexical and grammatical means, thematic breadth, and relevance to the current realities of both learners and native speakers. Examples of a learning module based on a text about the phenomenon of the 996 system are illustrated, including a glossary and three types of exercises: for information extraction, for transferring units into one’s own speech, and for intercultural comparison. The obtained results demonstrate the didactic effects of integrating the regional component, showing an increase in motivation, a deeper understanding of the sociocultural realities of China, the development of meaning-oriented reading strategies, and the expansion of intercultural competence among future teachers of the Chinese language. At the same time, systemic barriers to implementation are revealed, including the fragmentary nature of methodological integration, the dominance of macro-level country-specific knowledge without consideration of regional specificity, and the risks of overloading beginners. The conditions for effective implementation are discussed, emphasizing the need for gradualness, methodological continuity, and the inclusion of the regional component in syllabi. It is concluded that it is advisable to create an integrated teaching and learning complex that ensures a sustainable link between reading, intercultural objectives, and professional training.