Asadulina Galia Spartakovna Phraseological picture of the world of students in the system of secondary vocational education: cognitive research // Tomsk State Pedagogical University Bulletin. 2024. Issue 4 (234). P. 103-110

Ideas about the world are objectified in phraseological units reflecting universal human values that are acquired over time growing up and entering adulthood. The article raises the issue of the formation of a phraseological picture of the world among students in educational institutions of secondary vocational education in Russia. There is a difference between the formed phraseological pictures of the world of students on the basis of nine/ten grades of basic general education and students in higher educational institutions. The phraseological pictures of the world of Russian-speaking and foreign-speaking students are compared. The influence of age, level of education and life experience on the breadth of phraseological units used in speech is noted. It is proved that the formation of a picture of the world depends not only on the family and the social environment in which a person grew up and was brought up, but also on his skills and desires to explore this world. The main factors influencing the formation of concepts of phraseological pictures of the world are determined. Based on the interpretation of phraseological units by students, a conclusion is made about the evolution of the language.

Keywords: phraseological units, phraseological picture of the world, сognitive linguistics

Burmistrova Svetlana Vladimirovna “A faithful disciple of the Apostle Paul...”: on the question of the motives of the spiritual rapprochement of Archimandrite Theodore (A. M. Bukharev) and N. V. Gogol (based on the memoirs of V. Lavrsky) // Tomsk State Pedagogical University Bulletin. 2024. Issue 3 (233). P. 103-112

The topic “Gogol and Bukharev” has moved into literary studies from the theological sphere. V. A. Voropaev was one of the first to turn to its philological understanding, who included the book by O. Feodor (Bukharev) “Three Letters to Gogol written in 1848” in the context of the problem of perception of “Selected passages from correspondence with friends” in the criticism of the XIX century. It seems that no less significant for modern science is the question of the ideological community of the writer and the theologian, their influence on each other, which left a mark in the activities of each of them. The purpose of the article is to use the material of memoirs and journalistic texts from the last third of the 19th – early 20th centuries to determine the most significant factors that served as a prerequisite for the spiritual rapprochement of Gogol and Bukharev. The research material was published in pre-revolutionary periodicals (“Theological Bulletin”, “Orthodox Interlocutor”, etc.) memoirs, notes, obituaries dedicated to Archimandrite Theodore and containing in one way or another information about his acquaintance with Gogol. The materials are analyzed in an interdisciplinary aspect: the historical and literary method is complemented by methodological tools of receptive aesthetics and biblical theology. Based on the results of the study, it was concluded that both Gogol and Archimandrite Theodore (Bukharev) had an interest in the personality and theology of the Apostle Paul. It seems that this circumstance played a decisive role in the ideological and spiritual rapprochement of the writer and the theologian. Beginning in the late 1840s, Bukharev prepared a number of scientific and theological works on the Apostle Paul (“The Teaching of the Ap. St. Paul on the Antichrist in the 2nd Epistle to the Thessalonians”, “Several articles on the Holy Apostle Paul”, “On the authenticity of the Apostolic Epistles”, "On the Epistle of the Apostle Paul to the Philippians”, “On the Epistle to the Romans”, etc.), laid the foundations for the study of the apostolic part of the New Testament in Russian biblical studies. Probably, Archimandrite Theodore became a kind of consultant for Gogol on the interpretation of the letters of the Apostle Paul. Both the writer and the theologian can be called “disciples of the Apostle Paul,” who drew from his epistles a set of theological ideas that largely determined their religious experience, and in relation to Gogol, their aesthetic concept. It is difficult to say unequivocally who influenced whom – the theologian or writer – because there is almost no direct evidence that reports on the specific content and nature of Gogol’s conversations with Father Theodore. Most likely, the influence was mutual and equivalent, since they were united by common ideas, interests and a common mentor in the interpretation and application of Christian teaching in life – St. Paul the Apostle.

Keywords: N. V. Gogol, Archimandrite Theodore (A. M. Bukharev), Metropolitan Filaret (Drozdov), “Three Letters to Gogol written in 1848”, Apostle Paul, Russian Biblical studies, theological reception of Russian literature, memoirs

Shirokolobova Anastasiia Georgievna University digital educational environment: composition and functions // Tomsk State Pedagogical University Bulletin. 2024. Issue 5 (235). P. 119-128

The study of the digital educational environment is an urgent issue of digital pedagogy, since the effective functioning of the university educational environment ensures the quality of training specialists for the digital economy. The digital educational environment provides an opportunity to organize the work of the university with the help of digital technologies in all areas of its activities from administrative to educational, scientific and educational activities. The purpose of the article is to analyse the component composition and functions of the digital educational environment based on the study of the works of Russian researchers and to describe the model of the digital educational environment proposed by the author of the article. To achieve this goal, theoretical methods were applied, such as the study and analysis of national scientific literature; Internet resources were also analysed. The analysis of the authors points of view on the component composition and functions of the digital educational environment shows that in Russian pedagogical practice the digital educational environment is defined as a resource platform with a variety of content used for educational and managerial purposes, without taking into account the necessity for systematic interaction of participants in the educational process and network communication of students, as well as educational tasks of the environment. The result of the study is a structural representation of the digital educational environment model with a new educational component, which implements, first of all, the organization of interaction of students in society, offers students participation in various student organizations, creative teams, sport clubs, volunteer and patriotic actions. The proposed model of the digital educational environment, taking into account the basic needs of the university and students in the conditions of digital transformation of education, is able to implement the construction of an individual system of education and upbringing; research activities and the realization of personality in a digital society, taking into account the trends of digital transformation of education.The proposed model of the digital educational environment is represented by four structural components and their functions: academic, educational, scientific and administrative-managerial.

Keywords: digital technologies, digital educational environment, e-learning, professional education

Dusmatova Zarrinakhon Mukimdzhonovna The concept of “creation” and the means of its implementation in lyrics of Y. D. Levitansky // Tomsk State Pedagogical University Bulletin. 2024. Issue 4 (234). P. 59-67

The article is devoted to the analysis of the verbalisation of the concept of creativity in the poetry of the outstanding Russian poet of the second half of the twentieth century Y. D. Levitansky. Poems from the poet’s early collections “Leaves are Flying” (1956), “Sides of the World” (1959) and “Earthly Sky” (1963) are considered as the research material. The choice of these poetic texts is due to their insufficient study, as well as the desire to consider in more detail the initial period of Levitansky’s work, important for understanding his work as a whole. In order to achieve the set goal, the study uses the method of solid sampling, observation, semantic-stylistic and contextual analyses. It was established that creativity in the author’s perception appears as a complex process of self-expression, requiring inspiration, diligence and harmony with nature. Y. D. Levitansky describes the analysis of the poet’s inner conflicts, the balance between emotions and reason, as well as the opposition of the author’s individuality and stereotypes in creativity. Emphasis is made on the complex emotions experienced by the poet at the beginning of the creative process. The study reveals the linguistic means representing the concept of creativity: the use of metaphors, epithets and antithesis to convey the internal contradictions and experiences of the poet; repetition of words and phrases to enhance the emotional impact of the text, as well as the use of oxymorons and rhetorical questions to express the complexity and contradictory nature of the creative process. As the study has shown, for Y. D. Levitansky creativity is an integral part of his essence, a way of self-expression and search for meaning in life. The author sees creativity as a source of pain and experience, as well as deep satisfaction. The poet sees creativity as a serious and exciting process that requires complete dedication and concentration, but at the same time brings joy and expectation of something important and meaningful. For Y. D. Levitansky, creativity is an exploration of the inner world, where pencil and paper act as tools to reveal the depths of the human soul.

Keywords: concept “creativity”, interpretation, world picture, lyrics, Y. D. Levitansky

Cao Lina Conditional relations and means of their expression through the prism of functional approach (on the material of scientific articles) // Tomsk State Pedagogical University Bulletin. 2024. Issue 3 (233). P. 16-27

In modern studies of language, the focus of attention is on the functional features of linguistic phenomena. Functional grammar is no exception, describing the structure, content and functioning of semantic categories around which functional-semantic fields are organised, covering the whole language space and its different levels (aspectuality, modality, quantity, quality, etc.). This study considers condition as a subfield of the conditionality field, which also includes the subfields of cause, purpose, consequence and concession, which are closely related to each other both by internal logical relations and by means of their expression. Despite a number of studies devoted to the structure of the conditionality subfield and its separate manifestations, including conditional constructions, conjunctions and prepositions, the issues of discourse variability of the components of this subfield have not been specifically considered. Conditional relations seem to be most significant for scientific discourse, on the material of which this study is based. The scientific literature describes the conditional meanings characteristic of the corresponding constructions and constituting the content plan of the condition subfield. These are real-conditional, potential-conditional, unreal-conditional, as well as non-conditional meanings – conditional-temporal meaning, conditional-causal, conditional-consequential, conditional-purpose, conditional-concessive, conditional-explanatory. Thus, the conditional semantics is in the intersection with related meanings (including conditionality), is extremely diverse, as well as diverse means of its expression - at the level of simple (to be a condition, to condition, at, under condition, in the case of, etc.) and complex (with conjunctions if, if, if only, when, etc.) sentences. This study is based on the assumption that the means of expressing conditional semantics vary in different thematic types of scientific discourse. Turning to the core genre of scientific discourse – the scientific article – confirms this assumption. The material of the study was 3 708 articles from the peer-reviewed journals “The World of Russian Word” and “Bulletin of Tomsk State University”. In the course of the analysis, more than 60 000 contexts with conditional meanings, collected by the method of continuous sampling, from articles on philology, history, biology, computer science and informatics, and economics were considered. The analysis showed that not all private meanings of conditionality presented in the language are manifested in scientific discourse. When expressing conditional relations in the articles of the five mentioned subjects, the central position is occupied by simple sentences with the preposition at, at the level of a complex sentence the marker of conditional semantics is the conjunction if. The qualitative and quantitative indicators with regard to conditional constructions for articles of different themes differ significantly. Thus, the study shows the variability of the expression plan and content plan of the conditional subfield, the differences in the use of conditional units in different types of scientific discourse.

Keywords: functional grammar, conditional field, conditional subfield, conditional relations, scientific discourse

Bystrenkov Dmitriy Leonidovich, Kazakov Aleksej Ashirovich Shaping of the genre canon of the dystopian novel in the novel by E. I. Zamyatin “We” against the background of the historical and literary quest of the era and the internal laws of the evolution of the novel form // Tomsk State Pedagogical University Bulletin. 2024. Issue 3 (233). P. 123-130

In modern literary criticism, no one doubts the special role of the novel by E. I. Zamyatin “We” in the dystopian literary tradition. Among the illustrative studies on the topic, we mention S. S. Romanov, who determines why the appearance of the novel “We” “marked a new stage in the development of anti-utopianism, and its author was recognized as the first classic of the genre.”This article proposes to consider the named work not only in the aspect of its direct historical and literary factuality, but to study the hidden patterns of the literary process and the mechanisms of the evolution of genre forms that have developed at the junction of the novel form and the (anti) utopian model of reality. As follows from the results of the study, the key role in these processes of the novel by E.I. Zamyatin’s “We” is determined precisely by the fact that there is a connection and complete merging of the utopian and dystopian concepts with the novel form and the formation of the genre canon of the dystopian novel. At the same time, previous significant appeals to the utopian or dystopian (by F. M. Dostoevsky, H. Wells or in Russian religious philosophy at the turn of the 19th–20th centuries) do not create such a special genre subtype of the novel, and subsequent appeals to the problem by A. P. Platonov, O. Huxley, J. Orwell, R. Bradbury and others directly or indirectly rely on Zamyatin’s canon of form.

Keywords: utopia, dystopia, novel, genre canon

Shcherbatykh Sergey Viktorovich, Podlipskiy Oleg Konstantinovich Educational models of mathematical literacy development // Tomsk State Pedagogical University Bulletin. 2024. Issue 5 (235). P. 147-156

Functional literacy is considered as a systemic educational result of basic general education, aimed at socializing the teacher through solving real problems using subject and meta-subject knowledge. The structure of functional literacy is represented by a set of components: reading, natural science, mathematics, financial, critical and creative thinking. The formation of a set of these components requires the design within an educational organization of an appropriate motivating environment, which includes social, cultural, as well as specially organized psychological and pedagogical conditions. Designing a motivating educational environment is the result of the activities of the school's teaching team, which accepts this as a strategic task and solves it through joint efforts. Mathematical literacy is defined as the ability to solve real-world problems through a set of activities: conducting mathematical reasoning, as well as formulating, applying and interpreting. The process of developing mathematical literacy can be carried out in various forms: lesson, workshop, extracurricular and project activities, etc. Each of them has its own specific features. Thus, the lessons provide mastery of specific mathematical content and demonstration of its use to solve life problems. The workshop, which serves as a complement to mathematics lessons, places emphasis on students mastering the method of mathematical modeling, for which various methods of presenting data are used: text, graphic, tabular, photo, drawing, etc. Also, when conducting a workshop, there are more opportunities to combine individual, group and collective form of work. Extracurricular activities, which are characterized by a wide range of different forms of learning, can also be productively used in the process of developing mathematical skills. Depending on age, this could be a club, an elective, etc. Another variant of the model for the formation of mathematical literacy is educational design, when students independently solve a certain problem using a set of subject knowledge under the guidance of a teacher. Project work can be carried out either individually or in a group, including students of the same age and of different ages. Project activities allow you to build productive communication between students and develop teamwork skills. Project activities allow you to organize various interdisciplinary projects where different types of functional literacy are combined.

Keywords: functional literacy, mathematical literacy, educational models, socialization for learning

Surnina Lidiya Egorovna Artistic originality of landscape lyrics of Komi children’s literature // Tomsk State Pedagogical University Bulletin. 2024. Issue 4 (234). P. 146-153

The article is a part of the complex of studies of Komi children’s poetry. The author characterizes landscape poetry, which, like all Komi literature, is moving in a realistic direction, solving the problems of not only the moral education of the younger generation, but also the formation in young readers of love for their small homeland, for their native nature. The main originality of the works is that they mainly show natural phenomena and objects characteristic of the Komi landscape. The poems depict specific signs of the seasons, which are internally close and understandable to the little reader. The analysis revealed that poetic works are not distinguished by a variety of color elements, which corresponds to the image of the discreet beauty of the northern region. However, the restraint of colors is compensated by the thoughtful sound organization of the verse. The study also showed that comparison and personification are common means of creating imagery in texts, with the help of which poets give the child the opportunity to see the world around him through the eyes of living, speaking nature. In addition, it was found that the poetics of many children’s poems in Komi literature is based on oral folk art. Of course, these lyrical texts cannot be called landscape texts in the traditional sense, since in them the poets do not so much depict pictures of their native land, but rather show the little reader the world around them in a playful way. But it is precisely such poetic works that allow a child to feel himself in the context of nature from childhood.

Keywords: Komi poetry, poems about nature, children’s folklore, national picture of the world, educational function

Bogosyan Marina Vagarshakovna Principles of Specialized Training Learning in the Modern Education System // Tomsk State Pedagogical University Bulletin. 2024. Issue 5 (235). P. 17-24

A solid foundation for comprehensive personal development is specialized training learning, which contributes to the harmonious development of the learner, taking into account his potential, physical and mental health, through differentiation and individualization of education. The idea of specialized training learning is not new, but its relevance remains high in the current time interval. The principles underlying specialized training learning have been explored by both domestic and foreign researchers. The assessment of their relevance in a changing reality, considering the requirements of modern society and the professional environment, forms the basis of this article. In this regard, the interdependence of specialized training learning principles was established in the study, corresponding to the levels of research methodology. Two levels were identified: systemic and intrasystemic principles. A comparative analysis of the content of systemic principles made it possible to determine the list of postulates that continue to form the basis of specialized training learning, namely: the principle of democratization and humanization; the principle of adequacy and prospectiveness; the principle of integration and differentiation; the principle of variability and alternativeness. The study of intrasystemic principles enabled the formation of their structure, highlighting two components: the fundamental postulates on which teaching in heterogeneous classes is based, and the fundamental postulates on which the content of a particular academic discipline is based. The content of these principles is disclosed in the article. The principles underlying teaching in heterogeneous classes are: the principle of social interaction, the principle of acknowledging the diversity of all students. The principles underlying the content of a particular academic discipline are: the principle of aligning the educational content with the level and pace of social, economic, and societal development to achieve the set goals; the principle of accessibility of learning content for its qualitative assimilation, combined with scientific and practice-oriented components; the principle of continuity, which serves as a connecting principle, ensuring the structural integrity of education at all its stages.

Keywords: specialized training learning, principles of specialized training learning, interdependence of principles, systemic principles, intra-systemic principles

Mussina Sabina Kairatovna Features of the transformation of the higher education system in Kazakhstan // Tomsk State Pedagogical University Bulletin. 2024. Issue 5 (235). P. 67-76

To date, Kazakhstan is undergoing dynamic processes of transformation of the higher education system, in particular in higher educational institutions. The transformation affects all areas of university activity: from regulatory and statutory activities to the development of new educational programs, the development of educational management, the formation of modern infrastructure. The purpose of this work is to identify and describe the features of the process of transformation of the higher education system in the Republic of Kazakhstan. The materials of the study on the transformation of the sphere of higher education in Kazakhstan were adopted progressive normative legal acts, as well as strategic development programs. In order to achieve this goal, changes and new key directions in the regulatory legal acts and program documents of the higher education sector of the Republic of Kazakhstan are considered. The basic principles of formation and actual tasks of the new model of development of higher education of the Republic of Kazakhstan are investigated. The analysis of the peculiarities of the process of transformation of the higher education system in the Republic of Kazakhstan is given. As a result of the study, the advantages of the transition of higher educational institutions to a new organizational and legal form are revealed. The potential possibilities of introducing into the higher education system of Kazakhstan – the Atlas of new Professions and Competencies and the Regional Atlases “New professions”, formed in order to rebuild the system of higher education in Kazakhstan and meet the priority training to meet the needs of the economy in professional staff, taking into account the world’s aspirations for economic development. The practical significance of the study is to systematize the structural changes in the higher education system of the Republic of Kazakhstan, as well as to determine the trajectories of further development of higher education. In order to implement the further transformation of the higher education system of the Republic of Kazakhstan, appropriate recommendations have been formed on the management of the higher education system, the development of educational management at universities, as well as the formation of the digital architecture of the higher education system. The implementation of the recommendations presented in the study will allow the formation of competitive educational ecosystems in the field of higher education.

Keywords: transformation, higher education system, educational management, atlas of professions, non-profit joint stock company, research university

Ooriah Shivanand, Tabishev Timur Arsenovich Formation and development of the national system of quality assurance in higher education of the Republic of Mauritius // Tomsk State Pedagogical University Bulletin. 2024. Issue 5 (235). P. 108-118

The Republic of Mauritius, an island state in Southeast Africa, located in the southwestern part of the Indian Ocean, is notable for the fact that its integral formation and development, including the construction of a national educational system, are closely intertwined with the geopolitical, socio-economic and geographical history of the country, which was a colony of such European states as Great Britain, France, the Netherlands, Portugal, etc. Mauritius has integrated the experience of colonial powers into its own development trajectories. In particular, it should be noted that Mauritius, having gained independence in 1968 from British colonization, was declared a sovereign constitutional monarchy within the Commonwealth of Nations, assimilating in the process the British model of education in its national education system. Almost all general education institutions of the colonial era, as evidenced by researchers Kamara M. [1] and Windel A. [2], were founded with religious intentions, with the aim of promoting missionary denominations and the dominance of French-English education, without a specific obligation to spread higher education. As in the era of French colonial Africa, the British colonists sought out English-speaking indigenous and slave populations brought by colonizers from other African countries, India, China, etc., largely for the purpose of seeking profit and realizing economic plans. However, the demand of the representatives of British industry operating on the territory of the island for qualified specialists in narrow engineering, technical and natural science profiles and areas of training contributed to the reorientation of missionary schools, initially aimed at the study of theology and the Bible, the study of astronomy, mathematics, geography, the English language, the basics of administration, trade, and so on. Present, the Mauritius Higher Education Quality Assurance System (hereinafter referred to as the MHEQAS) reflects, on the one hand, the national component in its basis, on the other hand, it is based, albeit on the Africanized, but British model and standards for assessing the quality of education. Moreover, it can be argued that the MHEQAS is quite in line with the Standards and Guidelines for Quality Assurance in the European Higher Education Area ESG. This article is devoted to the consideration of the quality assurance standards of higher education in the Republic of Mauritius and the analysis of specific criteria laid down in the national system for assessing the quality of higher education from the point of view of comparing them with ESG standards.

Keywords: Republic of Mauritius, national education system, Mauritius system of quality assurance in higher education, criteria and indicators of program audit, European ESG standards

Pevzner Mikhail Naumovich, Shirin Aleksandr Glebovich, Smertin Ivan Vladimirovich The problems of modern communication: lessons of the book “The Native Word” by K. Ushinsky // Tomsk State Pedagogical University Bulletin. 2024. Issue 5 (235). P. 7-16

Recently, both government and society have been making efforts to strengthen the position of Russian as the state language and language of international communication. The authors of the article reveal modern problems of communication in Russian, which correspond to the pedagogical ideas of K. D. Ushinsky on the importance of the native language in the spiritual and moral upbringing of children. These ideas are presented not only in books for younger students, but also in other works of the scholar, including his article “Native Word”. Themes of reverent attitude toward the Russian language, the importance of imagery, expressiveness, emotionality, and purity of Russian speech permeate Ushinsky’s writings and encourage reflection on the role of the Russian language in the world and the problems of modern communication. The authors of the article are deeply concerned about the following problems. First, the distribution and use of the Russian language in the education system of many countries has decreased, which not only narrows the base of economic, business and scientific cooperation with Russia, but also impoverishes cultural and spiritual life in these countries. Secondly, there was a risk of losing the emotional factor and reducing the communicative culture as a whole in the transition to a virtual format. Virtual communication, to a certain extent, interferes with the full expression of emotional mood, depriving the statements of the partners in communication of originality and semantic completeness. Third, there is the threat of unjustified contamination of native speech with words recently borrowed from the English language and other foreign words and expressions. The use of foreign words in the economic, political, financial and informational spheres is more widespread today than in any other period of Russian language development in the past. In the year of the anniversary of K. D. Ushinsky’s authors were interested in the question of how familiar modern students were with his pedagogical ideas about the importance of the native language. Moreover, the authors attempted to identify a number of problems of modern communication in Russian in the abovementioned context. In order to find out the students’ attitude towards the Russian language as a subject of study and a means of communication, the authors conducted a survey of 240 students of the 1st-5th years of pedagogical profiles. The survey showed that students believe that K. D. Ushinsky’s idea of the priority of the native language is relevant and are in favor of strengthening the Russian language in the world, suggesting such measures as creating Russian-language programs for foreign students, expanding the range of distance courses for studying Russian as a foreign language, opening branches of Russian universities abroad. The analysis of the use of Russian as the state language, as well as the language of interethnic and international communication allowed us to identify a number of problems of modern communication in Russian. To these problems the authors of the article attributed: first, the reduction of the scope of distribution and use of the Russian language in many countries; second, the threat of the decrease of the emotional expressive function of the native language in the transition to a virtual format; third, the risk of unjustified use in the native speech of foreign words and expressions that make it difficult to understand the content and meaning of both individual statements and the communication process as a whole. As the study showed, the dissemination of K. D. Ushinsky’s ideas can contribute to the generation of ideas by the younger people that can help to overcome the revealed difficulties.

Keywords: K. D. Ushinsky, Russian language, communication, language policy, language protection, purity of speech

Slepneva Marina Anatolyevna Modular foreign language teaching system for three-level technical specialists training // Tomsk State Pedagogical University Bulletin. 2024. Issue 5 (235). P. 77-89

Professionally-oriented foreign language training at a university under modern economic, social and geopolitical terms of society development should provide a high level of graduates’ knowledge, skills and abilities in highly specialized areas that form the basis of training and form their readiness to perform professional communication with foreign colleagues when solving practical, theoretical and research tasks. This training should also promote their further self-development, self-education and professional growth. Thus, learning a foreign language could help to perform two main functions in the young specialist’s professional activity: to be a communication tool (in oral and written form) and to become a means of improving one’s professional level. Taking into account the Federal State Educational Standard, the process of foreign language learning in a technical university is aimed at the formation of communicative competencies – the ability to logically correctly and clearly build oral and written speech, make public speeches, conduct reasoned discussion and at the formation of professional competencies – analyze, summarize and perceive information, write scientific texts in their professional field. Higher school teachers are faced with the task of developing these competencies in conditions of insufficient hours given to humanities and a low level of foreign language knowledge among applicants. In particular, a modular system with a flexible approach to the educational process allows you to create pedagogical conditions for the implementation of goals and objectives at different stages of learning. The work was carried out on the basis of the leading technical university of the country. The pedagogical model was updated: the course content for three stages of training (bachelor’s, master’s, postgraduate) was developed, goals and objectives were defined, methodological support was written, exercise books (paper and digital) for each level of training were published, independent educational and cognitive activities of students were organized. The educational process in universities should create conditions in which the student will see his own growth and achievements, will be able to conduct self-analysis and evaluate the results of his activities. The modular approach provides freedom for both teachers and students in filling individual modules with interesting material, choosing a learning path, space for independent work and creative self-realization.

Keywords: foreign language for special purposes, modular training system, multi-level training of specialists, communicative competence, professional activity

Kuznetsova Nina Georgievna On the complement of the degree 可以 kěyǐ in modern Chinese // Tomsk State Pedagogical University Bulletin. 2024. Issue 4 (234). P. 24-32

The article is devoted to the use of the word 可以 kěyǐ in the position of the degree complement in the compound type predicate-resultative structure in the modern Chinese language. The study by Russian linguists of complement as part of the Chinese sentence has intensified in recent years, and due to the increasing interest in the Chinese language among more and more people, it is necessary to analyze the current state of the language and the changes occurring in it. The use of the word 可以 kěyǐ as the degree complement is a relatively new phenomenon; this article is of particular interest not only for the theoretical understanding of the use of this word in the position of the degree complement and the development of Russian linguistic research in this area, but also for practical application by those who study Chinese language at an in-depth level and wants to understand the subtleties of using different words. Especially in light of the fact that there are no similar works in the Russian-speaking scientific community, and we are the first to analyze the features of its use by analyzing dictionary meanings. The analysis of the dictionary meaning of this lexical unit is carried out on the basis of an analysis of the differences in the use of 可以 kěyǐ both in the position of the degree complement and as part of the state complement; this lexical unit in the position of the complement is considered from the point of view of its structural features and semantic indication. To do this, we analyze not only the dictionary meanings used in the two dictionaries given in the work, but also the accompanying examples. We are using the definitional method and the method of continuous sampling from the BLCU Corpus Center (BBC 语料库 yǔliàokù) corpus database, analyze the use of this complement with various lexical units as part of the predicative-resultative structure, on the basis of which the most frequently used adjectives in the predicate position and verbs are identified. We provide the description of the meanings that these lexical units carry, and with words with what connotation the complement of the degree 可以 kěyǐ can be used most often. The examples demonstrate what features lexical units with neutral and positive connotations acquire as part of a construction with the degree complement 可以 kěyǐ, on the basis of which we made a conclusion about the connotation of this degree complement. In the course of considering examples of the use of the degree complement 可以 kěyǐ and on the basis of conclusions supported by studies of the degree complement in Chinese language conducted by Chinese linguists, the author makes an assumption about the possible development of the dictionary meaning of the word 可以 kěyǐ into a designation of degree, which occurred due to the reduction of the state complement during the natural development of the language.

Keywords: Chinese language, Chinese language syntax, complement, degree complement, state complement

Isaev Evgeny Anatolyevich Courage to be or hardiness as a factor of existential self-determination of a future teacher // Tomsk State Pedagogical University Bulletin. 2024. Issue 5 (235). P. 50-57

The article is devoted to the problem of professional education of a future teacher in conditions of transitivity. The sources of the research were the philosophical ideas of existentialism and psychological concepts of hardiness. The logical method, comparison, contrast, generalization, classification, modeling method, as well as theoretical analysis of the material are used. The methodological basis of the work was made up of dialectical, existential, and systemic approaches. The author considers the categories “courage to be” and “existential self-determination of the future teacher” in their dialectical unity. Courage to be is the ability of an individual to withstand difficulties and challenges, to remain optimistic and to find solutions in difficult situations. The existential self-determination of a future teacher is understood as a certain internal resource of a professional, reflecting, on the one hand, a person’s readiness for change, mobility, ability for non-standard work actions, responsibility and independence in making decisions that ensure professional effectiveness and the ability to constructively overcome emerging difficulties, and, on the other hand, it helps to understand the value of life, the search for inner meaning as the only strategy for development and overcoming the internal contradictions of the system. Accordingly, the future teacher’s bright existential self-determination helps to cultivate his/her courage to be, and the presence of vital stability helps him/her to understand better himself and his/her role in the educational process. It is noted that in psychological and pedagogical research, the philosophical problem of the courage to be is reflected in the theory of hardiness, where hardinessis a personal variable that characterizes the measure of an individual’s ability to withstand a stressful situation, maintaining internal balance and without reducing the success of activities; is considered as a factor in the existential self-determination of the individual. The article states that the author, having examined the level of hardiness of students at a pedagogical university, concluded that it is necessary to intensify work to increase its level, in particular, to stimulate a reflexive-subjective position among future teachers, which is one of the main psychological and pedagogical conditions for developing readiness to the existential self-determination of the student’s personality. It is proposed to introduce into the teacher training process a special course “Dominants of professional education at a university: existential self-determination of a future teacher.” Its content and structure are described.

Keywords: future teacher, transitive society, professional education, existential self-determination

Gulov Artem Petrovich, Kasatkin Petr Igorevich Olympiad movement in the domestic education system // Tomsk State Pedagogical University Bulletin. 2024. Issue 5 (235). P. 25-34

Subject Olympiads in domestic and world pedagogy are a time-tested means of finding and selecting talented and gifted youth. The request of modern society to educate and nurture creative specialists who are able to think nonlinearly in an uncertain context leads to an appeal to the means of creative competitions and olympiads. In the Russian scientific literature, the term “Olympiad movement” is used in various interpretations, which caused the problem of our research. The purpose of the article is to clarify the scientific and terminological apparatus in the modern context of the development of practices for the implementation of Olympiads. We rely on the principles of systemic, activity, axiological and cultural approaches, based on the author’s pedagogical concept of the implementation of subject olympiads. We mainly use theoretical methods – analysis of scientific literature on the topic, generalization, categorization, modeling. The empirical experience we gained while working with Olympiads also served as the basis of the study, the main methods are observation and conversation. As a result of the study, it was proved that the Olympiad movement is a pedagogical system for the implementation of subject Olympiads in various disciplines, which is implemented in schools and universities, its sociocultural functions and components are determined; we built a model of the Olympiad movement in Russia as well. Scientific novelty is manifested in the clarification of the term “Olympiad movement,” along with the construction of a model of this phenomenon in the domestic theory and practice of implementations of intellectual competitions. The theoretical significance lies in the increment of knowledge in pedagogical theory along with the clarification of the term that is used in the domestic tradition. At a practical level, the results of the study can be used by scientists for future research, as well as to clarify the regulatory framework of a legal nature.

Keywords: Olympiad movement, Olympiad, intellectual competitions, academic competitions

Yumov Igor Bimbaevich, Yumova Tsyrenkhanda Zhembeyevna Technology of flowed learning: advantages, disadvantages and creating ideal conditions for introduction in the educational process // Tomsk State Pedagogical University Bulletin. 2024. Issue 5 (235). P. 90-98

Questions regarding the integration of “flipped learning” technology in the academic process, which allow students to acquire and understand new material outside of the classroom and apply it in academic discussions, debates, and projects, draw particular attention from researchers and staff in educational facilities. The application of this technique invokes the student’s creative potential and capability, leading to improved learning outcomes and student activity, however its successful application requires certain approaches and resources. The purpose of the study is to determine the essence of “flipped learning”; to study its existing advantages and disadvantages; to evaluate the effectiveness of the assimilation process of the studied material by students as a result of the introduction of this technology. The resources for this study were the theoretical methods of comparative analysis and general content of scientific and pedagogical literature by domestic and foreign scientists working in similar research areas. The verification of the accuracy and validity of the constructed model, which indicated the effectiveness of the technology used, was carried out by the methods of observation, pedagogical experiment, modeling, regression and correlation analyses. The main characteristics of learning are described: the individualization of the educational process, the rational distribution of free time with productive independent work at one’s own pace, and the unlimited use of electronic educational resources. Despite the identified imperfections and certain potential problems for teachers and students, the technology has many advantages, and discussions by authors of the scientific and pedagogical literature on the topic of study made it possible to carry out our own research to identify the advantages and disadvantages when introduced into the educational process. The effectiveness of the degree of material assimilation when using this technology was tested by us at the Institute of Mathematics and Computer Science of Buryat State University and at the Ulan-Bator branch of the Plekhanov Russian University of Economics. In the course of the study, tests trials were carried out to measure residual knowledge and students were surveyed to assess the quality of the proposed technology. As an experiment to determine the effectiveness of the methodology, the authors prepared and posted presentations on one of the basic topics of mathematical analysis in the digital educational sphere of universities. To achieve maximum efficiency in the use of this method, it is necessary to take into account the individual needs and abilities of each student and to create a suitable environment for independent work, providing necessary technical support. The results of the study demonstrated that ad the results of the application of “flipped learning”, students were motivated to improve the quality of gained knowledge, and were incentivized to learn on their own, and the level of their self-organization increased as well.

Keywords: flipped classroom, teaching methodology, blended learning, interactive learning, educational process, informational educational environment of the university

Savina Irina Stanislavovna Development of critical thinking by means of visualization of grammatical material in the process of learning Russian as a foreign language // Tomsk State Pedagogical University Bulletin. 2024. Issue 5 (235). P. 138-146

In connection with the transition to new educational standards, there is a search for effective teaching methods and techniques that form a number of competencies necessary for professional activities. Representatives of different countries receive education in Russian higher educational institutions, for whom education begins with the study of the Russian language, therefore this discipline can be considered the basis for the development of competencies outlined in the Federal State Educational Standard. An analysis of normative documentation organizing the educational process at a university showed the importance of developing critical thinking among graduates receiving vocational education, so the article examined the meaning of the concept of “critical thinking.” The purpose of this article is to present the development of such methodological material that will contribute to the formation of this type of thinking, as well as motivation to study Russian as a foreign language. Studying the concepts of critical thinking and visualization, how these terms are presented in the scientific works of various authors, made it possible to systematize their meaning in order to create visual materials used in practical classes. The article discusses the importance of visualizing grammatical material for the development of critical thinking in the process of studying the discipline “Russian as a Foreign Language”. To improve the quality of the results of studying the Russian language when considering its grammatical structure, it is proposed to use supporting logical-communicative schemes in practical classes, which contribute not only to the formation of critical thinking, but also develop the communication skills of foreign students. The proposed scheme options can become the basis for teachers to create their own developments for lessons in which the grammar of not only the Russian language, but also other foreign languages is studied.

Keywords: visualization, Russian as a foreign language, logical and communicative reference schemes, active learning, visual literacy, critical thinking

Kulikova Olga Valentinovna, Kulikova Irina Valeryevna Complex tasks in teaching mathematics to students of technical specialties at a transport university // Tomsk State Pedagogical University Bulletin. 2024. Issue 5 (235). P. 157-166

The university mathematics course occupies an important place in the basic training of engineers for various fields of modern production. Mathematical training of students of technical specialties is conducted during the first four semesters. Students study such sections as linear and vector algebra, analytical geometry, mathematical analysis, differential equations, probability theory and mathematical statistics. Currently, there is a large bank of various didactic tasks for the successful formation of mathematical knowledge and skills in all sections of the university mathematics course. Federal educational standards establish a certain set of universal and general professional competencies that students need to develop over the entire period of study at the university. In the normative documentation, competencies are considered as abilities that reflect the content of the elements of professional activity. Within the framework of teaching a discipline, it is possible to form some individual competencies. The use of conventional learning tasks and exercises does not always allow you to create conditions for the development of specified competencies. The inclusion of students in active educational activities aimed at developing competencies can be ensured by the use of complex tasks. In the context of digitalization, the importance of using information technology in solving various tasks is increasing. A complex computer-mathematical task is considered by the authors as a set of educational tasks, the solution of which requires the use of mathematical modeling and computer programming. It includes two parts – analytical and mathematical and software and computing. A complex computer-mathematical task can be educational or informative. The content of the training task involves solving a standard mathematical problem by analytical methods, constructing an algorithm of operations performed, writing a calculation program, and testing it. The content of the cognitive task includes conducting a computational experiment using a computational program. Educational complex computer and mathematical tasks are used to form educational skills, and cognitive tasks are used to form research skills. The paper presents a description of the content of educational and educational complex computer and mathematical tasks in certain sections of the university mathematics course for students studying technical specialties at a transport university.

Keywords: competencies, a systematic approach, conceptual connections, complex tasks, information technology

Salosina Irina Viktorovna, Salosina Maria Anatolievna Formation of speech readiness for school in children with general speech underdevelopment in the context of inclusive preschool education // Tomsk State Pedagogical University Bulletin. 2024. Issue 5 (235). P. 129-137

According to the Federal State Educational Standard for Preschool Education (FSES DO), one of the main results of mastering the educational program is the formation and development of verbal communication skills and the prerequisites for mastering literacy, which is the key to the success of the child’s personality in further schooling. This set of skills in modern science has been transformed into the concept of speech readiness for school. The development of the system of inclusive preschool education in Russia has highlighted the problem of creating an effective system for developing speech readiness for school within a group of a combined type of kindergarten, which has actualized the problem of the study and determined the setting of its goal. The purpose of the study is to identify the features of the formation of speech readiness for school in children with special needs in a group of combined orientation of a preschool educational institution (hereinafter referred to as preschool educational institution). The following research methods were used: observation method, diagnostic tasks, analysis of children's activity products. The level of speech development was assessed using diagnostic materials in accordance with the methodology for monitoring the pedagogical process by N.V. Vereshchagina. The study was conducted on the basis of the Municipal Autonomous Preschool Educational Institution of Combined Kindergarten No. 99 in Tomsk from 2020 to 2023. During this period, monitoring of the speech development of children was carried out from the moment of admission to a children's educational institution at the age of 4 years until graduation at the age of 6–7 years. The total composition of the group included 25 people, of which 5 were people with special educational needs (hereinafter referred to as SEN), having levels 2 and 3 of general speech underdevelopment (GSD). In accordance with the individual characteristics of each child, adaptive speech development programs were developed, which were implemented in close cooperation between the teacher and specialized specialists: a speech therapist, a speech pathologist, a psychologist, using the principle of open door technology. Speech development was monitored twice a year. The novelty of the study lies in the proposed approach to the formation of an individual adaptive program for each child, as well as the description of the stages of its implementation by the teacher of the combined group. It was concluded that it is possible to effectively correct general speech underdevelopment in the context of inclusive education, provided that an individual route and program is developed for each child, as well as the availability of highly qualified specialists, including speech therapy skills of the teacher of a preschool educational institution.

Keywords: Speech readiness for school, children with speech disorders, preschool age, children of senior preschool age, development of language and communication abilities

Sdobnyakov Viktor Vladimirovich Scientific and organizational approach to building a system for preventing destructive behavior of students in a pedagogical university // Tomsk State Pedagogical University Bulletin. 2024. Issue 5 (235). P. 35-49

The article discusses the problem of destructive behavior of pedagogical university students and the prevention of this behavior at the system level. The author analyzed existing theoretical and methodological approaches to the development of a system for preventing destructive behavior of students (SPDBS), models and applied forms of implementing preventive measures in educational organizations. Based on the results of the analysis, person-oriented and socially-oriented theoretical and methodological approaches to the problem of preventing destructive behavior were identified, which serve as the basis of integral models. According to the prevailing focus, integral models were represented by the following list: information model; model of social activism; model of formation of spiritual and moral culture; model of socio-psychological adaptation; educational and developmental model; personal resource model, cultural education model, constructive leisure model. The model is presented as a basis that determines the organizational form and content of the SPDBS. The analysis of existing SPDBSs in higher education revealed their fragmentation, locality and the growing gap between theoretical constructions and practical implementation, which in turn determines the relevance of the development and implementation of a scientific and organizational approach to the construction of such systems. As a result of the research, the author developed the conceptual foundations of a six-stage scientific and organizational approach to the construction of SPDBS in higher education. At the structural and content level, it is proposed to distinguish the following subsystems (components) of the SPDBS: cognitive, motivational-value, emotional-affective, behavioral, social-communicative.

Keywords: destructive behavior, destructive behavior of students, prevention of destructive behavior of students, approaches to the prevention of destructive behavior of students, prevention of extremism, prevention of school shooting, prevention of suicidal behavior, extremism among students

Burmistrova Svetlana Vladimirovna, Afanasyeva Yuliya Yuryevna To the anniversary of Professor Olga B. Kafanova // Tomsk State Pedagogical University Bulletin. 2024. Issue 6 (236). P. 163-167

The article is devoted to the professional pedagogical and scientific activity of Doctor of Philology, Professor Olga Bodovna Kafanova. The article presents the main scientific directions of her work. Among them are comparative studies, Russian-French literary connections, George Sand, gender studies. The article gives an overview of her research on Russian and foreign literature and translation studies, outlines her professional contribution to the development of international cooperation in the field of science and education.

Keywords: anniversary, Doctor of Philology, Professor Olga B. Kafanova, George Sand, scientific activity

Poleva Elena Aleksandrovna (Neo)mythologization of the image of the house-hotel in Lena Eltang’s novel “Stone Maples” // Tomsk State Pedagogical University Bulletin. 2024. Issue 6 (236). P. 133-142

The article contains the results of the study of the semantics of the central spatial image of the house-hotel in Lena Eltang’s novel “Stone Maples” and the manifestation of the poetics of neomodernism in the methods of mythologization of the image of the house. The house-hotel “Stone Maples” is not only the space of the plot action, but also a “character” of the diaries/book of the central heroine, an image-myth in her consciousness. “Maples” are the place of death of Sasha’s parents, they connect the semantics of life and death not as in an idyll (natural change of generations), but in accordance with archaic ideas about death as a stage of the life cycle. This mythological semantics is manifested through different semiotic codes – vegetative and creative: burial in the ground and digging up of the herbal diary is likened to the death and resurrection of grain, birth. In addition, the image of the “Stone Maples” supports a complex of allusions to a fairy tale, is associated with an enchanted kingdom, a place to test the abilities of a potential groom to rescue a bride from trouble, to resurrect her from sleep-death. Finally, the story of the appearance of this home in the Sonli family is important. The house was bought with money bequeathed to Sasha’s mother by a secret selfless lover and received after his death, but it was turned into a hotel, combining the functions of a family estate and an inn. Through the image of a house-hotel, Eltang builds a personal myth about the world and man in it. This myth emphasizes the “absoluteness”, the ideality of the House, but it is an accidental gift and a temporary earthly refuge for man. The house does not guarantee the stability of existence. But it is the awareness of oneself as a “guest”, “innkeeper” that contributes to the emergence and implementation of a creative intention aimed at countering the disintegration of matter, the destruction of connections. Mythologism in the novel is combined with psychologism, archaic semantics in the poetics of the novel’s space is connected with the author’s myth about the ‘house-hotel’.

Keywords: L. Eltang, poetics of space, house, hotel, literature of Russian diaspora, neo-mythologism, modernism, neo-modernism

Farkhadi Ekaterina Asimovna The application of field theory to describe water-landscape vocabulary in the Khakas language // Tomsk State Pedagogical University Bulletin. 2024. Issue 6 (236). P. 36-45

Nature, and especially water resources, play a huge role in the lives of indigenous peoples who rely on natural environments for their sustenance. Water is an integral part of the culture and traditions of the Khakas people, and the names of various types of water, defining their purpose, are passed down from generation to generation. This article explores the use of field structure theory to analyze the lexical group of water-landscape terms in the Khakass language. The main principles of field structure theories are discussed, such as the core and periphery positions in the field. The article also examines the experience of using the theory of grammatical and lexical fields in the works of E.V. Gulyga, A.V. Bondarko, lexical typology of V.Yu. Apresyan and E.V. Rakhilina. The main focus is on the analysis of hydro-landscape vocabulary, which belongs to an important layer of vocabulary in any language. The study is conducted on the material of the Khakass language and includes an analysis of lexemes denoting water bodies found in electronic and printed dictionaries and in Khakass heroic epics “Ay-khuuchin” and “Altyn Aryg”. The study also examines the origin and use of various lexemes to denote rivers (such as sug, us / uus, talay) in the Khakass language. The analysis of linguistic material allowed to construct the lexical-semantic field of hydrolandscape vocabulary of the Khakass language. At the core is the archilexeme sug meaning ‘water, river’. The nearcore zone consists of simple words denoting constant typical water bodies (talay ‘large river’, kōl ‘lake’, etc.). The near periphery includes complex and compound lexical units expressing the meaning of “permanent water bodies” (ylbañ sas ‘swamp’, ylbañ chir ‘marshy place, swamp’, etc.). The far periphery is composed of lexemes denoting temporary water bodies, including those created by humans (salbykh ‘puddle’, arǵaǯakh ‘ditch, small channel’, etc.). The results of the study help to better understand the structure and relationships between lexical units of waterlandscape theme and apply the acquired knowledge for further lexicological research.

Keywords: lexical-semantic field, core, near-core zone, near and distant periphery, Khakas language, waterlandscape vocabulary

Sergeyeva Elena Vladimirovna Features of the artistic conceptsphere representation // Tomsk State Pedagogical University Bulletin. 2024. Issue 6 (236). P. 56-64

The fundamental, from the author’s point of view, concepts of linguo-aesthetic analysis of a literary text are considered: expresseme and concept. An expresseme is understood as a component of a literary text that provides the perception of the expressive and figurative qualities of aesthetic linguistic material. A concept is defined as a named linguomental construct, embodied in the language in an associative-semantic field. An artistic concept is defined as a phenomenon that is not fundamentally different from the concept in the linguistic picture of the world, but represents the artistic picture of the world and is explicated by figurative means in the broadest sense. The specificity of the presentation of the conceptsphere of F. Tyutchev’s poetic creativity, which is a clearly organized system, is described. The features of the presentation of the concepts NATURE, GOD, LOVE, SLAVRY in the poetic works of F. Tyutchev are analyzed. The focus is on words and super-word nominations, common to the zone of associativesemantic fields, representing three fundamental concepts for F. Tyutchev: GOD, NATURE, LOVE. The concept NATURE qualifies as the most significant in the conceptual sphere of F. Tyutchev’s poetry. Its explicators are primarily lexical expressemes – words and tropical phrases, as well as small figurative syntactic constructions. It is stated that the ideological and artistic concept of GOD is represented by both traditional verbalizers and expressems. The concept LOVE, despite the significance of its content for the poet and its intersection with the field of the concept NATURE, cannot be considered central in his conceptual sphere. The ideological concept SLAVYNESS, which does not include artistic verbalizers in its field, is nevertheless a significant component of the conceptual sphere of F. Tyutchev’s poetic creativity, since it embodies an extremely important point of view for the poet’s worldview on Slavism as a really existing political and moral phenomenon. Consideration of the specifics of the explication of the concept sphere of F. Tyutchev’s poetry allows us to come to the conclusion that the basis of this conceptsphere is the artistic concept NATURE, the associative-semantic field of which intersects with the fields of the equally significant, but less demonstratively presented concept LOVE and the ideological and artistic concept GOD. The ideological concept SLAVRY is interesting not only because it is not represented by expressemes, but also because its associative-semantic field does not intersect with the fields of other components of the conceptsphere.

Keywords: expresseme, concept, concept sphere, associative-semantic field

Ruzha Olga Alexandrovna Representation of the HOME concept (based on literature for children) // Tomsk State Pedagogical University Bulletin. 2024. Issue 6 (236). P. 65-74

The study of children’s picture of the world is a current trend in cognitive science. A child’s picture of the world is largely based on the adult model, but it also has its own specificity. The analysis of the child’s picture of the world can be based on 1) the study of the child’s language, 2) the reconstruction of basic concepts that are represented in fictional texts, most often the concept of CHILDHOOD is studied. Books written for children are of particular interest in this case. Children’s literature lays the foundation for a child’s view of the world. Writers convey their vision of the child’s world, but emphasize their value orientations. In children’s picture of the world, HOME-dwelling and HOME-family are the most vividly represented concepts. The house is considered an axiological category, inseparable from material and spiritual values. The concept of HOME is simplified in children’s picture of the world. The HOME-dwelling in it is inseparable from the filling: material things, spiritual values. The layer of the concept HOME-family is realized in books for children through the roles of family members: for the younger ones the world of home is not separated from mum and other relatives; for teenagers the value of HOME-family is learnt through losses and conflicts. In literature, the house is often portrayed as a living entity. However, its liveliness is typically associated with its spiritual content for adults and teenagers, while younger children tend to view the house as an animate being.

Keywords: picture of the world, linguistic picture of the world, children’s picture of the world, concept of HOME, values, age

Kokonova Anna Borisovna Concepts of HONOR and LAW in the names of an illegitimate child and his mother (based on Arkhangelsk dialects) // Tomsk State Pedagogical University Bulletin. 2024. Issue 6 (236). P. 75-82

The article examines the linguistic embodiment of the concepts HONOR and LAW, important for folk culture, in the names of an illegitimate child and the woman who gave birth to him. In “Big Explanatory Dictionary of the Russian Language,” ed. S. A. Kuznetsov honor is defined as “a good, unblemished reputation, a good, honest name. Chastity, chastity, virginity (about women).” A woman who preserved her virginity before marriage is called че́стная ‘honest’; a woman who did not preserve it is called нече́стная, бесче́стная ‘dishonest’. The situation of having children out of wedlock is described by such a construction as роди́тьбесче́стно ‘giving birth dishonorably’. The lexeme law is interpreted as “a rule of social behavior that is generally accepted, mandatory, immutable; custom”. This law prohibits a woman from living with a man without marrying him, and also from leaving her husband. Living in an official marriage means житьпозако́ну ‘living according to the law’, взако́нномбра́ке ‘in a legal marriage’. Accordingly, spouses living in an official marriage are called зако́нными ‘legal’. A child born in an official marriage was born зако́нно ‘legally’. Official (legal) marriage and cohabitation are opposed to each other. If a woman gives birth to a child out of wedlock, she is called беззако́нница ‘wicked’. The situation of having children out of wedlock is described by expressions невзако́н ‘not in accordance with the law’, непозако́ну ‘not according to the law’. This situation can be defined as беззако́ние ‘lawlessness’. Children born out of wedlock are described using the lexemes беззако́нник, беззако́нной, незако́нной, незаконноро́жденной, незаконнорожо́ной ‘illegitimate’. The concept of HONOR is mainly realized in popular ideas about maiden purity and a woman’s behavior before marriage. The concept of LAW for the situation of children born out of wedlock is more significant, because describes it from the point of view of not only moral, but also legal law, generally accepted norms of behavior in a team. Both marriage and children born in it are within the scope of the law, therefore names with the root -закон- ‘law’ apply to both the woman and her child. Both concepts describe human behavior from the point of view of public morality.

Keywords: Northern Russian dialects, concept, semantics, nomination, kinship terms, folk culture

Zakharova Elena Olegovna, Asthana Shreyam Lexical and semantic features of multicomponent terms in physics (on the basis of English-language scientific publications devoted to dark matter) // Tomsk State Pedagogical University Bulletin. 2024. Issue 6 (236). P. 83-92

Modern research sets a new paradigm for the linguistic description of terms as units of special nomination. The emphasis is on the study of dynamic processes covering terminological systems of different subject areas, identifying qualitative changes in the ways of representing domain-specific knowledge. The current paper seeks to identify some specific features of the terminological lexicon of Physics within the framework of an actively developing area of physical research related to the problem of dark matter. The relative novelty of this area, its interdisciplinary and rapidly developing nature result in the complication of its conceptual structure, give rise to certain changes in the formal and semantic representation of special concepts. The focus of this study is on the analytical units of special nomination – multicomponent terms notable for specific combinatorics and semantics of individual components. The study is aimed to identify the lexical and semantic features of this type of terms, determined by linguistic and extralinguistic factors. The collection of lexical material for analysis was carried out not on the basis of dictionaries, as is traditionally the case, but on the basis of English-language publications devoted to dark matter search from highranking scientific journals for 2014 to 2024 years. While randomly selecting the items for analysis the following features of the terminological combinations were taken into account: the ways of their representation in scientific texts (variability of form), the semantic specifics of their individual components. The sample of terms comprises 223 units. The research is based on the method of linguistic description, represented by such techniques as observation and generalization, systematization, quantitative counting, component and semantic analysis. On the basis of the data provided by the study it appeared possible to identify some features of multicomponent terms of the “dark matter” thematic sphere: variability of form of the same concepts represented within the context of one article and in other publications; hybridization of form (combination of verbal components with abbreviations and special symbols); complication of the semantic capacity of terminological combinations due to eponymous and metaphorical components; susceptibility to such semantic processes as synonymy and antonymy. The practical and theoretical significance of the study may consist in the possibility of using theresults obtained to develop the theory of crosscultural scientific communication, to determine patterns for compiling specialized dictionaries and glossaries of physical terms, to design and deliver courses in language for specific purposes, and courses in specialized translation.

Keywords: the English language, Physics, scientific communication, multicomponent terms, dark matter, terminological system, variability, semantic phenomena

Dreyfeld Oksana Viktorovna Calendar as a way to create an artificial language environment in teaching a foreign language // Tomsk State Pedagogical University Bulletin. 2024. Issue 6 (236). P. 93-103

The article, for the first time in linguodidactics, comprehends the methodology of using the calendar as a genre of printed materials with the aim of creating an artificial language environment when teaching a foreign language. The practical significance of the article lies in the description of ways to introduce different types of calendars into educational communication in foreign language class. The creation of an artificial language environment in classes on Russian as a foreign language is a necessary condition for compensating for the lack of communication in the foreign language being studied in the absence of a natural language environment. In addition to the methods and techniques for organizing an artificial language environment already discovered by methods of teaching foreign languages, we propose to use the calendar genre. The practice of modern domestic didactics shows the active use of interactive calendars in teaching Russian as a foreign language, but the methodology for its use has not previously been comprehended. A review of accumulated experience and analysis showed the high activity of the calendar genre as a means of organizing an artificial language environment. We conducted an experiment on introducing a medical interactive calendar into teaching Russian as a foreign language to medical university students (general language proficiency level A2). The results of the experiment give grounds to assert that the thematic calendar as a teaching tool helps to implement many tasks: introduce elements of subject teaching in classes in Russian as a foreign language (general profile), update “passive” vocabulary and bring it into students’ speech; both paper and interactive versions of the calendar have high potential in organizing an artificial language environment: students contact the calendar on a daily basis, accessing up-to-date information about the current day of the week/month/year; the use of a calendar in classes on Russian as a foreign language also contributes to the development of cross-cultural communication skills, providing students with reasons to establish contact in the form of congratulations on a particular holiday to teachers and foreign-speaking friends.

Keywords: artificial language environment, calendar, RFL for doctors, medical Russian, content and language integrated learning (CLIL), congratulation (genre)

Bal Vera Yuryevna N. Gogol’s story “The Overcoat” in the receptive consciousness of the turn of the XX–XXI centuries. Article 2 // Tomsk State Pedagogical University Bulletin. 2024. Issue 6 (236). P. 123-132

The role and place of Gogol’s heritage in the literary process at the turn of the 20th–21st centuries are one of the pressing issues in modern Gogol studies. The works of modern authors are introduced into the scientific field, which make it possible to identify the mechanisms of dialogue, appropriation and development of the Gogol tradition. And this determines the research interest in this issue. The purpose of the study is to identify and consider the semantics and function of the image of a little man, genetically dating back to the image of Gogol’s Bashmachkin, and the accompanying plot elements in the works of writers at the turn of the 20th–21st centuries. The novelty of the research is ensured, firstly, by the analysis of artistic material that has not previously been introduced into scientific circulation, and secondly, the semantics and function of the “overcoat text” in the artistic structure of specific works of the literary era of the 20th–21st centuries are revealed. The works of modern authors were used as material: the stories by E. Chizhova “Nyutochkin’s House” (2008) and E. Dolgopiat “The Victim” (2015), M. Bogayev’s play “Bashmachkin” (2003). The selected works belong to different aesthetic and genre forms and the point of convergence between them is their dialogical reinterpretation of the narrative elements of the story’s artistic system based on mystical and religious traditions. The works actualize interest in Gogol’s narrative principles of the novel, built on the harmonious “translation” of the ethical (the value system of religious-teacher culture) into the aesthetic. In E. Chizhova’s story “Nyutochkin’s House” the novella “The overcoat” is understood as a metaphor for the St. Petersburg text. The plot of the protagonist in its semantic two-layeredness, socio-historical and biblical-mythological, appears as an eternal St. Petersburg plot, which is a part of the general mythological semiosphere of the St. Petersburg text. In O. Bogayev’s play, the reception of the fantastic finale of the novel “The overcoat” is rewritten using elements of the poetics of the theater of the absurd and it is focused on the problem of the moral choice of the hero, who assumes the role of the initiator of the Last Judgment. In the story by E. Dolgopyat, the reception of the plot episodes of the story “meeting with a significant person” and “punitive fantastic ending” actualizes and transforms the understanding of the theme of the social world and the social individual, which do not correspond to the ethical ideal.

Keywords: N. V. Gogol, “Overcoat”, E. Chizhova, “Nyutochkin House”, E. Dolgopyat, “Victim”, О. Bogaev, “Bashmachkin”

Kosareva Anna Aleksandrovna Harlequinade grotesque in Anglo-Saxon prose about the picaras // Tomsk State Pedagogical University Bulletin. 2024. Issue 6 (236). P. 143-151

The article is devoted to the study of the harlequinade grotesque in works whose main characters are Anglo-Saxon picaras – Roxana from the novel of the same name by Daniel Defoe (“Roxana”, 1724) and Truman Capote’s character Ottilie from “The House of Flowers” (1950). The relevance of the study is due to the recent increased interest of literary scholars in the works of Defoe and Capote, as well as the stable appeal of foreign literary scholars to the interpretation of literary prose through the lens of the aesthetics of commedia dell’arte. For the first time, a comparison is made of the two picaras with their “progenitor” – Columbine from сommedia dell’arte, and parallels are revealed between the plot collisions in the prose of Defoe and Capote with the commedia and harlequinade plots. The typological similarity of Roxana and Ottilie with Columbine, as well as Royal Bonaparte and Roxanne’s husband with Harlequin is established. Allusions to mythological and theatrical plots in “Roxana” are identified, allowing us to talk about references in the text to the tradition of English pantomime, which synthesized mythology and harlequinade. Roxana is like the eternally young and beautiful Aphrodite, and her lovers – the brewer, the jeweler, the prince and the merchant – are endowed with the traits of Dionysus, Hephaestus, Adonis and Hermes, respectively. In “The House of Flowers” there are allusions to the Italian fairy tale “Prunella” and the commedia play by L. Houseman and H. G. Barker “Prunella, or Love in a Dutch Garden” (1906). In Ottilie’s features one can discern the Italian beauty Prunella, who defeated her evil witch mother-in-law, and Columbine with her “flower” name (a columbine is an aquilegia), and the image of Royal Bonaparte refers us to the handsome Bensiabel from “Prunella” and Harlequin. The terrible and the farcical are intertwined in the fate of Ottilie, which, as in the case of Roxanne, allows us to talk about the presence of harlequinade grotesque in the works of Defoe and Capote. The author of the article highlights such functions of this artistic technique as unfolding the metaphor of the world as theater and building a dialogue with the literary and theatrical traditions of the past.

Keywords: harlequinade grotesque, commedia dell’arte, English pantomime, picara, English literature, American literature, Defoe, Capote

Kalashnikova Anna Leonidovna, Larionova Ekaterina Evgenievna, Poselenova Evgeniya Yuryevna The plot-forming motive of fault as the basis for the “Anna Karenina’s” code in O. Pamuk’s novel “Museum of Innocence” // Tomsk State Pedagogical University Bulletin. 2024. Issue 6 (236). P. 152-162

The usage of literary code is one of the basic techniques in creating fiction. Turkish writer and Nobel laureate Orhan Pamuk in interviews and public speeches has repeatedly pointed out that in the process of working, including during the creation of the novel “Museum of Innocence”, he was in dialogue with the oeuvre of L. N. Tolstoy. Calling the Russian classic “a model of a historical writer”, Pamuk uses artistic techniques inherent in Tolstoy’s prose in his work on a novel about Istanbul life in the mid-1975’s. In the course of a comparative analysis, the interaction of the creative principles of the Turkish writer with the artistic system of the Russian novelist was examined and it was revealed that this connection is of a systemic nature. As the starting point of coding, the authors of the article identified the motive of guilt, which is key for the problematic organization of Pamuk’s work, as Tolstoy’s novel Anna Karenina. Particular attention in the research is paid to the nature of the implementation of the motive of fault in epigraphs to novels, where its plot-forming role is already planned. Next, several aspects of the functioning of the motive of fault in the works in question are revealed: public condemnation, denial of their fault and a desire to shift it to another, self-judgment. Based on the value guidelines shown in the code, Pamuk creates in the “Museum of Innocence” a conflict between the characters’ own fault and the predestination of their actions. In the course of the research, it becomes obvious that the historical conditioning of the fate of the characters in Tolstoy’s novel as understood by Pamuk is transformed into a plot model. As a result, coding as a technique does not just program various levels of the artistic organization of Pamuk’s novel, but determines the logic of the development of the plot and prejudges its ending. The plot-forming motive of guilt in the “Museum of Innocence” under the influence of the Tolstoy code used by the postmodern author develops according to a specific script, going beyond the conditioning of the cultural and historical situation in which the novel takes place.

Keywords: motive, plot, novel, literary code, Tolstoy, Pamuk

Khalatyan Alisa Armenovna, Kuryanovich Anna Vladimirovna Epistolary of V. Mayakovsky as a discursive space of the author’s self-presentation // Tomsk State Pedagogical University Bulletin. 2024. Issue 6 (236). P. 7-16

Modern cognitive and discursive linguistics are a direction in linguistics that focuses on the study of the mechanisms of linguistic representation of personality. Within the anthropocentric paradigm, linguistic research takes on a new dimension, focusing on the study of various aspects of human activity and perception of the world through a linguistic prism, as well as the ways an individual interacts with the sociocultural environment through language. The main subject of analysis within this topic is the study of how individual personality traits are manifested in language and how language influences the formation and expression of these characteristics. Discourse, in turn, is a specific linguistic work (text), in which various linguistic means are implemented and interact, thereby reflecting the identity of the author and his relationship with the social environment. Discourse analysis allows us to identify exactly how linguistic personality is manifested in various types of texts, be it public speech, literary work, scientific text or letters. The epistolary of Vladimir Mayakovsky is one of the most significant sources for studying not only the literary heritage of the author, but also the mechanisms of his self-presentation in the context of cultural life of the early 20th century. Writing as a genre, traditionally recognized as secondary in relation to the main literary works, in the context of Mayakovsky’s work acts as a fruitful discursive space where both intellectual and emotional aspects of his creative personality are revealed through the author’s self-presentation. In the course of analyzing the multidimensional factors of V. V. Mayakovsky’s self-presentation, a set of tools used by the author to structure interaction with the recipients of his texts and to present his identity within the framework of epistolary discourse is determined. Attention is focused on the study of techniques for representing personality in a certain discourse. A discursive analysis of the epistolary heritage of V. V. Mayakovsky allows us to identify the specifics of the author’s self-presentation, which was determined not only by the personal ambitions and life experience of the poet, but also by the broad context of the sociocultural changes of the era.

Keywords: epistolary discourse, epistolary genre, private correspondence, communicative strategy, self-presentation, Vladimir Vladimirovich Mayakovsky

Chukavina Arina Grigorievna Metaphors “solitude is death” and “solitude is desert” and methods of their translation into Russian in the translation of the novel by G. G. Marquez “One Hundred Years of Solitude” // Tomsk State Pedagogical University Bulletin. 2024. Issue 6 (236). P. 46-55

The ways of conveying metaphors of two directions are analyzed: loneliness – death and loneliness – desert. The conducted research made it possible to reveal the main part of the metaphorical layer of the concept of “loneliness” in the original novel and to identify the features of its formation. Consideration of the transformations used in the transfer of metaphorical content made it possible to reveal the features of this concept in the translation version. The purpose of the article is to analyze the ways of conveying the expression of the metaphorical content of the concept of “loneliness” in the Russian translation of the novel by G. G. Marquez “One Hundred Years of Solitude”, performed by M. I. Bylinkina. The novelty is determined by the fact that in the stated aspect the text of the novel was not considered and the results of the analysis will contribute to a comprehensive, complete study of the novel, including in the aspect of translation studies. The material for the analysis is the original text of the novel by G. G. Marquez in Spanish and the text of his translation by M. I. Bylinkina. Metaphors included in the concept of “loneliness” and methods of their translation into Russian are analyzed. The descriptive method and the method of comparative analysis, the method of metaphorical modeling are used. The statistics of the used translation transformations were revealed: contextual replacement – 15, generalization – 13, specification – 5, replacement of parts of speech – 8, replacement of sentence members – 6, replacement of word forms – 4, literal translation – 3 uses. The translator most often uses the technique of contextual substitution, transforming a metaphor or part of it into a lexeme with a different semantics. The technique of generalization contributes to changing the periphery of the concept, expanding its meaning, which leads to semantic blurriness. Frequent use of the technique of concretization (narrowing of meaning) leads to the conclusion that in translation the image of loneliness is expressed to a lesser extent, due to the choice of lexemes with a less negative connotation and others with a narrower meaning. The desert is characterized through a desert of disappointment and oblivion; deserted streets, deserted ruins, a desert of mirages, a desert of loneliness, love, glory. Death – through mourning, desolation, cessation of communication, unbearable loneliness, oblivion, lack of response, immersion in loneliness, abandonment, melancholy, cyclicality and inseparability of death and loneliness, an endless labyrinth of loneliness, widowhood without death, damnation, isolation.

Keywords: conceptual metaphor, literary concept, concept of loneliness, metaphorical means of concept modeling, concept translation

Kamizi Elkhamsadat Seyed Khoseyn, Yurina Elena Andreevna Metaphorical images of food in polycode texts of the modern Russian-language internet space // Tomsk State Pedagogical University Bulletin. 2024. Issue 6 (236). P. 17-25

The article examines the functioning of visual metaphorical images of food in polycode texts of the modern Russian-language Internet space. The wide distribution of polycode texts in the digital environment, their transformation into an active influencing tool of mass communication determines the relevance of studying various mechanisms of interaction between visual images and verbal textual means in the information space of modern man. The purpose of the work is to study visual metaphorical images of food in texts of various discursive nature and genre and stylistic affiliation; in identifying the functions, pragmatic potential, areas of denotative application of visual metaphors with gastronomic semantics; in the description of typical situations of their use in Internet communications. Methodology and methods. The methodology of the work is based on cognitive, discursive, linguoculturological and system-structural approaches to the study of imagery of language and speech, used in the field of semantics of language units, text stylistics, semiotics of images, discursive-pragmatic analysis of Internet communication. When analyzing the visual components of a polycode text, the experience of predecessors in the field of analysis of the composition and typology of visual images that form the iconic element of its complex structure is taken into account. When collecting material, methods of sampling from open Russian-language Internet sources, methods of systematization and classification of verbal-iconic complexes were used. Visual metaphor was studied based on theories of figurative structure of language and cognitive theory of metaphor. The research material is presented in polycode texts, the iconic component of which includes images of food – products, dishes, situations of absorption and cooking. A total of 230 texts were analyzed that included or accompanied the visualization of a gastronomic image in the form of a photograph of an object, a photo collage or a drawing. The study demonstrated that in the modern open Russian-language Internet space on the websites of the media, trade, financial, public and private organizations, one of the effective influencing tools is visual gastronomic images included in polycode texts. Together with verbal elements (inscriptions on images, titles and text fragments of publications), they convey meanings of an allegorical nature, which, as a rule, are based on the figurative semantics of linguistic expressions (chop cabbage ‘make money’), the symbolism of precedent texts (“porridge from an ax” – the name of a Russian fairy tale) and phenomena (state flags, banknotes, leaders of states). The functioning of a visual food metaphor is associated with the manifestation of linguistic creativity and language play, creating a comic effect to attract the attention of the target audience – potential readers and clients. As a result, frequent visual culinary images were identified (cabbage, pies, porridge, grain, peas, mushroom, jar, pan, knife, cook), associative phenomena associated with them, creating a metaphorical and expressive-figurative effect (money, finances, animals, household items, attributes of professions), stable metaphorical models (cabbage – money, pie – financial and political value, kitchen – politics, cooking – carrying out social activities); The communicative areas of application of visual food images in polycode texts (economics, commerce, advertising, politics, entertainment) are characterized. Food metaphorical images are stable and are part of language as a culturally conditioned semiotic system. They are fixed in linguistic units and are consistently reproduced in communication, including using various methods of visualization through iconic elements of polycode texts.

Keywords: food metaphor, gastronomic images, polycode text, communication, Internet space

Ivanova Iraida Gennadyevna, Egoshina Rita Aleksandrovna Teaching normative French pronunciation as an important component of mastering oral speech skills // Tomsk State Pedagogical University Bulletin. 2024. Issue 6 (236). P. 112-122

The article is devoted to the role of pronunciation in teaching French. Attention is focused on prosodic factors that play an important role in the process of understanding a statement. Decoding of verbal communication takes place at the intellectual, linguistic, emotional and relational levels. The interlocutors perceive not only individual words, but also the tone of the utterance. Intonationally transmitted information allows you to understand the deep meaning of the utterance and its components. The purpose of the study is to determine the place of the phonetic component in the methodology of teaching a foreign language. The following research methods are used in the work: analysis of pedagogical, methodological, linguistic literature and the work experience of Russian and foreign phonetists; the method of scientific description; synthesis and generalization of their own practice of teaching French at the university. Many modern researchers in the field of foreign language teaching methods are supporters of communicative learning, leading to a new perception of the role of pronunciation, and awareness of the importance of intonation parameters of speech.The effectiveness of teaching the French language is increased with the use of special exercises for practicing prosodic phenomena, in which the phonosemantic approach appeals to sound matter and contributes to the formation of foreign language pronunciation skills. The result is the development of exercises based on the analysis of traditional and modern didactic principles. It is proposed to practice pronunciation skills in order to correct oral speech according to the following parameters: intonation and rhythm, intensity of articulation, phonetic environment. The effectiveness of training at the segment level increases with the use of exercises based on the principle of “from simple to complex”. The suprasegmental level, which implies normative stress, correct melody, rhythm, and pauses, also plays a significant role in mastering the articulation base of the language being studied. Only the complex perception of the above phonetic phenomena leads to the assimilation of the articulatory base of a foreign language. Thus, students need to master phonetic and phonological skills, since their insufficient formation will have negative consequences for the entire language learning process.

Keywords: pronunciation, segmental level, suprasegmental level, pronunciation skills, teaching, didactic principles, French language

Tokarev Grigoriy Valeriyevich Reflection of personality self-identification process by the standards of Russian linguoculture // Tomsk State Pedagogical University Bulletin. 2024. Issue 6 (236). P. 26-35

The article is devoted to determining the peculiarities of self-identification, i.e. self-understanding, by the standards of the Russian linguoculture. To achieve the goal, the author uses onomasiological, component, conceptual analysis, linguocultural interpretation techniques. A standard is a sign of culture, expressing in verbal form stereotypical ideas about the typical features and qualities of a person. Standards have been proved to be the main means for selfidentification of the subject of culture. They objectify various aspects of a person’s inner world, his/her appearance, social interaction. The article establishes that a standard is an element of people’s identity, the result of the identification process, which is accompanied by the characterization of the subject of culture. These processes are embodied in the internal form of the standard, which is considered as a verbal stereotype reflecting the prototypical representation of the denoted phenomenon. The article reveals that all major cultural codes are involved in the formation of standards. The study identifies productive cultural codes that are used in the identification process. They include anthropomorphic, biomorphic, actional. The standards are represented by the units identifying a person as a kind and on certain aspects of his/her life activity. The formation of standards is carried out on the basis of linguocultural types, archetypal representations or practical human observations of reality phenomena. One verbal stereotype can be the basis of different standards. A standard can fix a deviation from the norm, indicating the norm for good or bad. The majority of standards are characterized by pejorative evaluativeness. The research discovers that the standards of anthropomorphic code of culture serve to objectify ideas about types of people oriented towards the inner world or material values. Anthropomorphic stereotypes pointing to social attributes identify features of a person in the context of social relations. Biomorphic stereotypes are based on archetypal knowledge or practical observations. The majority of units of this group record a deviation from the norm or pattern and include a negative evaluation in their meaning, which is explained by the interpretation of the animal as an ersatz human being. Units with positive evaluation dominate among the standards with the image “Bird”. Verbal stereotypes of plants are unproductive and are used mainly to objectify negative aspects. In fetish standards, value and functional characteristics of the object, as well as feelings from contact with it, become significant. Human standards formed on the basis of actional attributes embody ideas about the behavioural norms accepted in the Russian culture. The standards of the animic code reflect the immersion of a person in the context of nature, the feeling of being a part of it.

Keywords: language, culture, identification, standard, stereotype, internal form

Grekova Olga Konstantinovna Foreign postgraduates` mental actions` training in Russian for special purposes course // Tomsk State Pedagogical University Bulletin. 2024. Issue 6 (236). P. 104-111

Foreign postgraduates, having entered the Lomonosov MSU philological faculty, encounter not only the General Literary Russian but also Russian for Special Purposes “Philology. Linguistics. Literature Studies”. As far as most of them have had vast experience in using the General Literary Russian, Russian for Special Purposes has been put into the limelight. And this course includes not only broadening the Subject Knowledge but also training the concrete mental actions, necessary for the postgraduates being the researchers. Above mentioned Special Course involves new Simple Sentence classification, lacking so far in Russian for Foreigners (RFF) textbooks and manuals. This classification, based on the statement type, has thus got the logical foundation. This way 7 senses relevant for the scientific speech style and being expressed exclusively via Simple Sentence Structures, have been revealed. And each of them corresponds to the concrete scientific work stage. The article deals with such elements of the scientific research as: a) confirmation of the object existence insome sphere; b) object nomination; c) revealing the object features and defining the differential feature; d) object qualification; e) object internal structure defining; f) classification of the objects, being found; g) constructing the objects` hierarchy. Language means (lexical and Syntax), necessary for their description, are being analyzed. Investigation results. 10 main mental actions, necessary for the foreign postgraduate during his working out the thesis are brought to light, and the training tasks` typology for accomplishing these actions is attached to them. The list of logical-semantic criteria actual for choosing the Simple Sentence Verbal Predicate is also presented. Theoretical Significance. New classification of the Russian Simple Sentence on the logical base is presented and its correlation with the Mental Actions is stated. That`s why this article addressee is wide: different types of Russian Language investigators. Practical Significance. Article gives the opportunity for using its materials in the practical RFF Course for Special Purposes not only for the Philological Cluster.

Keywords: Statement type, foreign postgraduate`s investigation activity, Mental Actions