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| 6551 | This paper examines the image of a drinking man in the artistic picture of the world by Sergey Dovlatov, compared to the national picture of the world. The goal is to discuss the similarities and differences in the attitude towards a drinking person, the key characteristics of a drinking person in the national and artistic picture of the world. We perform this study on the materials of the Russian Associative Dictionary (with the use of phraseology materials) and the texts by Sergey Dovlatov (using the National Corpus of the Russian language). We employ the methods of contextual analysis and of studying the national and artistic picture of the world. In both pictures of the world there is sympathy and an idea of the “fate” of a drinking person. The bearers of the negative assessment prevailing in the national picture of the world, in the texts by Sergey Dovlatov, are individual characters who are not “positive”, non-drinking characters seem to be something amazing, mysterious. We characterize the description of the effect of alcohol on a person and the surrounding world in the works Sergey Dovlatov. We counted the episodes of alcohol consumption and the number of characters involved in them in the works of S. D. Dovlatov to prove the importance of the image of people drinking. Sergey Dovlatov gives drunkards positive qualities (inner freedom, talent, contempt for material values). Alcohol “colors” the world in pink tones and helps the heroes to live. Keywords: axiological aspect, national picture of the world, Russian language, Sergey Dovlatov, alcohol consumption, artistic picture of the world | 413 | |||||
| 6552 | Itroduction. The correct usage of grammatical government in Russian sometimes encounters difficulties, on the other hand, due to the structural differences in grammatical ways of expressing government in both Russian and Persian languages and moreover, the absence of a case category in Persian, the topic of the article acquires special relevance for teaching Russian and Persian languages. The topic of government in the Russian language has been researched a lot and many books and articles have been written on this topic, but in the Persian language. Linguists did not pay much attention to this topic, only at the level of dissertations and articles, not a large number of works have been written by linguists with knowledge of the Russian language. The aim of the study is to analyze the errors associated with the use of government in Russian and compare them with the Persian language. Material and methods. In this article, using the method of comparative linguistics, common mistakes are considered when using government in Russian language, after which the results are additionally analyzed and compared with the Persian language, and as a result, the similarities and differences in grammatical ways of expressing government between the Russian and Persian languages will be revealed. The material of this article is grammar guides in both languages and specialized books and articles on the topic of government, especially in Russian. The objectives of this study are to increase the understanding of government among students in two languages, familiarize themselves with the mistakes in connection with the use of government in Russian and their comparison with the Persian language. Results and discussion. The results of the article can be helpful for students of both named languages, who, firstly, due to the lack of research on this topic, especially on government in Persian, cannot compare the ways of expressing government in a foreign language with their native language and, as a result, suffer from an incomplete concept of this topic and secondly, due to the lack of familiarization with common mistakes when using government, they are often mistaken in their application. Conclusions are drawn about different theories on the definition of the term “government” as a grammatical term in the field of linguistics. Not all linguists in Russian accept all existing generally accepted definitions of government. Researchers of the Persian language also pay attention to government in the Persian language, although some, such as L. S. Peisikov, completely deny the existence of government, but this study confirms that the grammatical meaning of government cannot be abandoned. Keywords: language, Russian, Persian, grammar, government | 411 | |||||
| 6553 | Introduction. The article indicates the relevance of the problem of changes in the process of teachers’ training for intercultural interaction in a region. The authors identified the key tasks, the solution of which will help in the further design of a predictive model for the development of the teacher training system. The aim of the research is to substantiate the stages of designing a predictive model for preparing teachers for intercultural interaction. Material and methods. The leading methods of the current research is the analysis of theoretical literature. The choice of such research approaches as structural and structural-functional make it possible to characterize the process of preparing teachers for intercultural interaction as multicomponent, multilevel and multistage in the context of interaction between the regional education system and the system of higher education in the Russian Federation. Results and discussion. The stages of designing a predictive model for preparing teachers for intercultural interaction are proposed, the essence of the concepts of “training teachers” and “changes in training” is substantiated, strategies for organizing the training of teachers for intercultural interaction are indicated (overcoming the existing linearity, practice orientation and continuity and strategies for advanced learning). Moreover, the authors of the current research analyze the role of the factors that affect the process of teachers’ training for intercultural interaction. Thus, socio-political factors determine a new understanding of the strategy for the development of higher pedagogical education in the context of strengthening ethno-cultural processes (legislation in the field of regional policy development, the position of the state in the field of regulating ethnic processes and the dissemination of ideas for the preservation of ethnic cultures; growth of ethnocultural processes). Regional factors determine the specificity of the region development (the demographic structure of the population, social mobility, dynamically changing requirements of the labor market). Personal factors explain the necessity of correction and the new aims development in higher pedagogical education within the specificity of ethno-cultural diversity (the readiness of teachers for intercultural interaction; pedagogical initiatives, a framework program for teachers’ training to intercultural interaction). Conclusion. Based on the study, it was suggested that the result of the next study should be the development of components of a predictive model for preparing teachers for intercultural interaction. Keywords: regional education, intercultural interaction, changes in teachers’ training, the strategies of educational process development, comparative researches, predictive model | 410 | |||||
| 6554 | A relevant social ideal in the modern era in the context of national cultural and historical memory is the legendary personality of D. M. Karbyshev. His most important qualities, which influenced not only his life and activities, were: a high desire to serve the Motherland, a focus on victory, integrity and uncompromising, aggravated – a sense of truth and justice, courage and bravery. In this regard, the social ideal of the personality of D. M. Karbyshev is considered in the context of domestic cultural historical memory. The goal is to analyze the pedagogical potential of forms of patriotic education of student youth on the basis of means of memorializing cultural and historical memory. The research material was open Internet sources, as well as materials of a sociological survey conducted in April 2022 among students of the Omsk Pedagogical University on the basis of a random sample. The study used methods of comparative and systemic analysis, as well as methods for developing design technologies. The theoretical significance of the results of the study consists in the systematization of the forms and methods of patriotic education of student youth by means of memorialization of historical memory. Lacunae were discovered in the youth’s knowledge of means of perpetuating the memory of D. M. Karbyshev, which was the basis for the development of innovative forms and means of patriotic education. The methods of sociological survey, systematic and comparative analysis show the reflection of the means of memorialization of the feat of D. M. Karbyshev in the forms and means of patriotic education. The practical significance of the study is as follows. The social ideal of the personality of D. M. Karbyshev in the context of domestic cultural historical memory. Forms of patriotic education are distributed in project technologies by age groups of children and youth and certain loci – places of patriotic actions. Using the method of sociological survey, traditional and innovative forms of patriotic education proposed by students were identified. A set of forms of patriotic education is distributed in project technologies by age groups of children and youth and certain loci – places of patriotic actions. The structure of the developed technologies includes means of patriotic education. Along with immersion in the atmosphere of patriotism, military romance and conviction in the greatness of the feat, his visual museum and excursion display is carried out, built on the inclusion of various objects of cultural and historical memory in the route of excursions. To work with young people, seven main active forms of patriotic education in the context of project technologies have been developed. It is determined that for student and working youth, along with common excursion routes, there are seven other loci: special cultural institutions for youth, as well as citywide libraries, museums, the Cinema House, the space of the Immortal Regiment. As a result of the development of technologies, the pedagogical potential of these patriotic actions was revealed: their continuity, taking into account the lessons of history, and the sacred essence of military-patriotic exploits in the name of life, visibility, spectacular effect, dispersion among audiences, brightness, significance of cultural and historical memory, emotional saturation of impact. Keywords: pedagogical potential, patriotic actions, design method, forms and means of patriotic education, student youth, cultural and historical memory of the feat of D. M. Karbyshev | 410 | |||||
| 6555 | Socialism is one of the key ideas that make up the socio-historical, philosophical and moral worldview of F. M. Dostoevsky in the 1860s – 1880s. The problem of “Dostoevsky and socialism” was posed by researchers already at the beginning of the 20th century, literary critics and philosophers noted the special attitude of the thinker to this system of society. As part of the study of Dostoevsky’s geopolitical ideas about Europe in the 1860s – 1881. it seems necessary and logical to study the problem of socialism in journalistic texts and letters of the thinker. The purpose of the article is to study and reconstruct the position of Dostoevsky in relation to socialism in the 1860s – 1881s. The material of the study was journalistic texts, notes, unfinished articles, letters from Dostoevsky in 1860–1881. The empirical base of the study was formed using the method of continuous sampling of the concept of “socialism”. The study uses biographical, cultural-historical, imagological methods. As part of the study, all available texts of the period under study, including the concept of “socialism”, were considered. As a result, it was revealed that in the 1860s – 1881 the problem of socialism was very relevant for Dostoevsky. The thinker discusses both European and Russian socialism, but first of all it is more important for him to understand the essence of socialism. European socialism, based on laws, requirements and science, according to Dostoevsky, leads to the destruction of the West. The writer formulates his understanding of socialism, contrasts the artificial construction of society (European or Western socialism) with love, morality, brotherhood (Russian socialism). The peculiarity of Dostoevsky’s socialist ideas is their identification with equality and social justice under the leadership of boundless sincere faith in the teachings of Christ. Since the 1860s Dostoevsky reflects on socialism and contrasts two definitions of this concept: the form of government and fraternal unity based on the moral feelings of society. Based on these definitions of socialism, he contrasts European (Western) socialism and Russian socialism. The writer was convinced of the possibility of implementing socialist theory to create a just social order, he believed that this could be achieved without revolutions, but thanks to the internal change of man and society. The chronological reconstruction of the writer’s position towards the socialism of the period under study helps to reveal the dynamics of changes in Dostoevsky’s views in this regard. Reflecting on socialism in Europe and Russia, the thinker turns to the problems of science, education, youth, writes about the activities of European leaders, the development of European states. Socialism turns out to be the connecting link of many questions that concern the thinker. Keywords: F. M. Dostoevsky, European socialism, Russian socialism, “Diary of a Writer” | 409 | |||||
| 6556 | Introduction. The problem of career guidance competence in the condition of rapidly changing labor market motivates the need for scientific search and finding of effective tools to prepare graduates for their professional careers. This problem is relatively new for domestic science, which is connected with the changed socio-economic conditions of labor activity. While in the Soviet Union period there was a targeted training of university graduates and the main emphasis in professional development was placed on the subject training, at present with the free professional choice of graduates, personal responsibility of the graduate has increased. The effective professional career decision making requires a graduate to have formed personal competencies, including professional development in the context of uncertainty. In this regard, the identified problem is increasingly becoming interdisciplinary. The aim of the article is to identify the features of students’ career guidance competence as a readiness to consciously build their professional career in unstable labor market conditions. Material and methods. The empirical base of the study is represented by undergraduate students of D. I. Mendeleev Tobolsk Pedagogical Institute (branch) of TyumSU. One hundred and fifty people took part in the survey. The content of the questions is aimed at assessing the formation of motivational-value, cognitive-emotional, activity and reflexive components of vocational guidance competence of university graduates. The assessment of the level of career guidance competence was based on the degree of development of the motivational-value, cognitive-emotional, activity and reflexive components of the students. The main methods: analysis, synthesis, generalization, questionnaire. Results and discussion. The structure and content characteristics of career guidance components are revealed. The methods of diagnostics of the level of formation of career guidance competence and its individual components were selected. The results obtained prove the overall maturity of students in determining their professional career and possible difficulties in adapting in the field of professional activity. Conclusion. As a result of the low level of the main components of career guidance competence some students fall into the risk group, future graduates may join the number of professionally undecided young people. Career guidance competence, readiness for professional career planning requires targeted work in higher education institutions to support and develop the conscious professional intentions of graduates. Keywords: career guidance competence, professional career, graduates | 407 | |||||
| 6557 | Introduction. Teaching Russian in secondary school, speech development and the formation of spelling and punctuation skills is an important task that involves a number of difficulties. Effective study of the Russian language in a secondary school is often hindered by factors such as poor perseverance, lack of interest in the subject, bilingualism, and more. Russian Russian spelling rules algorithmized representation method is considered in this paper, which allows to improve the quality of teaching Russian to middle and senior school students. The purpose is to substantiate the effectiveness of the algorithm method in teaching the Russian language to children of secondary schools, to consider approximate models of training algorithms. Material and methods. Theoretical methods (modeling, analysis, synthesis) were used in the work; empirical methods (observation, comparison, experiment). Results and discussion. Simple memorizing of the rules does not always lead to increased literacy of students. The algorithm method provides for the joint compilation of algorithmic schemes of various types with students, which illustrate the rule being studied, allow you to work out the mechanism of reasoning step by step when performing spelling and punctuation tasks. This approach contributes to the achievement of a high quality of knowledge through the systematic development of practical skills with the help of schemes adapted to the needs of each child. The training algorithm can have different types: from a clearly formulated scheme (similar to a mathematical example) up to a colorful illustration that will be understandable to children with creative abilities. Conclusion. The algorithm method can be applied to study almost any rule of Russian spelling and punctuation. In the scheme created jointly with the students, there should be a place for exceptions and for examples that the child will enter independently. When creating a training scheme, the student is an active co-author. A circuit is never a closed system. It is being refined and improved in the process of practical activity of students. For children from the same class, the schemes can be completely different, as they have been improved and finalized independently. Keywords: methodology, algorithm, teaching, Russian language, interactivity, secondary school | 404 | |||||
| 6558 | In the collection of stories “Mirgorod” N. V. Gogol discusses what is behind the folk idyll. He shows the absurdity of any deviation from his harmonic model (the mixing of superstition and dogmas of Christianity in the “Viy”, the landlords’ quarrel over a stupid question in the “The Tale of How Ivan Ivanovich Quarreled with Ivan Nikiforovich”). The illogicality of the last story is particularly frightening. It signals the disintegration of the culture of good neighborhood, friendship and patriarchy. In the first third of the XIX century, when Gogol wrote “Evenings on a Farm Near Dikanka”, friendly societies appeared en masse in Russia and the genre of “epistle to a friend” was actively developing, so the motive of the quarrel, already represented in the nomination of the work, could cause negative associations. The genre of the “epistle to a friend” was actively developed by the participants of the literary society “Arzamas”, which could well become the subject of Gogol’s reflection. The business card of “Arzamas” was “galimat’ya” (nonsense), friendly gatherings. Absurd speeches of friends acquired a written form. The poet V. A. Zhukovsky almost always recorded the comic texts of “Arzamas” meetings. In this regard, we consider it legitimate to refer to this facet of Zhukovsky’s talent in the further analysis of Gogol’s “The Tale of How Ivan Ivanovich Quarreled with Ivan Nikiforovich”, in which absurdism and caricatures are everywhere revealed. The purpose of the article is to identify the “Arzamas code” and analyze the creative models of Zhukovsky’s works in Gogol’s text. This analysis is being conducted for the first time and will expand the range of interpretations of the “The Tale of How Ivan Ivanovich Quarreled with Ivan Nikiforovich”. The choice of Zhukovsky’s works models is justified by the fact that the poet was the permanent secretary of “Arzamas”; in addition, the poet continues to a certain extent the sentimental line in Russian literature, which correlates with the subjectivity of epistles to a friend chosen for analysis. The material of the article is the work of N. V. Gogol “The Tale of How Ivan Ivanovich Quarreled with Ivan Nikiforovich”, “Arzamas” protocols of V. A. Zhukovsky, as well as such his works as the dramatic poem “The Maid of Orleans”; the poem “Theon and Aeschines”; articles from the journal “Herald of Europe”; ballads “Lenore”, “Lyudmila”, “Svetlana”; epistle to a friend “To Batyushkov”, etc.; fable, “The Quarrel of the bald”, etc. Comparative and biographical research methods are used in the work. The final story of the tetralogy is characterized by absurdity, not harmony. There is a mixture of contexts in the story: the bright, idyllic side by side with destructive denial, the base and sinful penetrates into the consciousness of Gogol’s characters. In addition, the narrator puts an equal sign between a person and a thing. The man in the final story of “Mirgorod” gradually turns into a predator and pest. The main characters destroy the natural harmony by quarreling, which contradicts the principles of Zhukovsky’s creativity. The poet often sings friendship, love and harmony in his lyrics, but in Gogol’s story we see a crisis of these values. In Gogol’s story there are not enough components of friendly messages like those that Zhukovsky wrote. The idyllic model of Zhukovsky, which was still visible in the “Old-World Landowners”, completely disappears in the “The Tale of How Ivan Ivanovich Quarreled with Ivan Nikiforovich”. Firstly, patriarchy is leveled. A carefree stay in the bosom of nature is no longer enough for a person. Secondly, the reader in the “The Tale of How Ivan Ivanovich Quarreled with Ivan Nikiforovich” does not see families and couples (Ivan Ivanovich and Ivan Nikiforovich are single and have no children). Idyll in “Mirgorod” is now impossible, and harmonious relations between the characters are also impossible. The heroes do not seek to learn new things, do not want to give up harmful passions. No one can reason with those who have quarreled. Ivan Ivanovich and Ivan Nikiforovich turn into litigators, and litigation for former friends becomes a cult, an obsession. They do not hear the voice of conscience, nor the advice of others. The development and resurrection of the characters is postponed forever. The famous “Arzamas galimat’ya” plays the role of a facilitator in the quarrel of the heroes. Gogol’s narrator deliberately uses it to demonstrate the uniqueness of the phenomenon of friendship. There is a substitution of concepts everywhere in the work. Friendship turns into anti-friendship, idyll turns into anti-idyll, and the base replaces eternal values. The absurdity of Gogol’s story resembles “Arzamas” carnival. The narrator is characterized by high pathos when describing lowly objects. Thus, in “The Tale of how Ivan Ivanovich quarreled with Ivan Nikiforovich” we see a decisive rejection of Gogol’s youthful aspirations to comprehend and reproduce Zhukovsky’s high idyllic and elegiac models. It is clear from the writer’s text that friendship is now a rare spiritual phenomenon. This destroys the model of epistle to a friend and creates a kind of antagonism, uncharacteristic of Zhukovsky’s creative thinking. Gogol’s exaltation and imitation of the poet in “Mirgorod” are weakening. Zhukovsky believes that all changes in the world are for the better, but Gogol’s opinion on this is somewhat different. He often shows a distorted, deformed world. By the end of “Mirgorod” there is no place for the aesthetic, because Ivan Ivanovich and Ivan Nikiforovich are disgusting in their pettiness. Gogol shows the result of man’s falling away from patriarchal traditions and Christian values, which leads to a violation of the universe logic (this was seen earlier in the death of the main characters in the novels “Old World Landowners”, “Taras Bulba”, “Viy”). Keywords: N. V. Gogol, V. A. Zhukovsky, epistle to a friend, tale, naturalness, norm, “Arzamas” literary society, absurd | 403 | |||||
| 6559 | Introduction. This article focuses on studying the functioning of the word-formation system and its components in Old Norse, one of the ancient Germanic languages, on studying the derivational potential of the Old Germanic languages for the production of abstract nouns. The purpose of the article is to describe a fragment of the field of the word-formation category, represented by occasional word-formation types of suffixed abstract nouns in Old Norse. Material and methods. The study draws on an analysis of Old Norse nouns with abstract meanings, marked by derivational suffixes -átta-, -andi-, -erni-, -eskja-, -osta-, -gi- and derived from nominal or verbal stems. The language data resulted from continuous sampling from etymological dictionaries of Old Norse. The analysis of the linguistic material involved using the methods of scientific description, generalization, and interpretation of results, the method of analyzing dictionary definitions, and the method of quantitative calculation. Results and discussion. The group of nouns marked by the Old Norse suffixes -átta-, -andi-, -erni-, -eskja-, -osta-, -gi- represents derivational types from the periphery of the derivational field of abstract nouns and refers to the declension types of feminine nouns in -ōn (derivatives with the suffixes -osta-, -átta-, -eskja-), of feminine nouns in -īn (derivatives with the suffixes -andi-, -gi-), of masculine nouns in -an (derivatives with the suffix -andi-), of neuter nouns in -ia (derivatives with the suffix -erni-). The proportion of lexemes with the analyzed suffixes, which are attested in Old Norse alone, is 2.4 % of the total number of abstract nouns corpus. These suffixes were formed on the basis of the Indo-European suffix morphemes, they were phonetically distinguishable in Old Norse and tended to join adjective or verbal stems to form abstract nouns. The limited number of Old Norse derivatives with these suffixes does not allow us to reveal the thematic profile of each suffix, however, the etymological links of the word-forming morphemes allow us to reveal some motivational features that might have contributed to the formation of the derivational types for the production of nouns with these formants. Conclusion. An analysis of the etymological connections of the Old Norse suffixes of abstract derivatives -átta-, -andi-, -erni-, -eskja-, -osta-, -gi- suggests that the word-formation types with them were included in the process of developing the word-formation category of abstract nouns and reflected results of their approbation. Keywords: Old Norse, Old Germanic languages, abstract nouns, word-formation, suffix | 402 | |||||
| 6560 | The new concept of the humanities emphasizes breaking down barriers between different disciplines, creating a new system of disciplines and a knowledge system, emphasizing the development of students’ thinking abilities through the transfer of knowledge, and re-establishing the link between “teaching” and “learning”. The goal is to analyze the way of reforming the teaching of foreign literature in the context of the “new concept of the humanities”. The material of the study was the documents of the Ministry of Education of the People’s Republic of China on the construction of a “new concept of the humanities”, the relevant research papers of the CNKI of China, as well as examples of the author’s training in teaching “Foreign Literature”. The study uses the literary method of research and the empirical method of research. In this context, the teaching of foreign literature should break down barriers between courses and integrate between courses. Foreign literature in various universities in China is divided into the history of foreign literature, the reading of foreign literature and the theory of foreign literature, but we must combine these courses in teaching. During the teaching of literary history knowledge, we must make students understand the characteristics of the literary language in original literary texts, we must penetrate the literary theory in the study of works, teach students to analyze specific literary texts through literary theory and criticism method, and realize the combination of theory and practice. In teaching foreign literature, we must not only have a global vision, but also have national and family feelings, in order to spread Chinese culture in the international arena and tell Chinese stories well and establish cultural confidence in cultural differences. Russian literature especially contains a deep patriotic spirit, humanitarian spirit, deep cultural heritage and civic consciousness. Through the teaching of this course, we guide students to create patriotism, build the consciousness of citizens and develop a humanitarian spirit. As a result, we will combine knowledge, ability, and a view of value in order to improve the ideological and moral literacy of students. While teaching, we encourage students to actively participate in teaching activities and discussions. Interactive activities between teachers and students can mobilize students’ enthusiasm, stimulate their creativity, provide them with opportunities to use and demonstrate their own abilities, and help them improve their language skills. At the same time, teaching foreign literature can not only impart knowledge, but also cultivate thinking ability and stimulate students’ imagination ability. The use of auxiliary tools such as multimedia, internet, film, boutique course site, can not only expand the scope of the curriculum of literature courses and make the teaching method diversified, but also keep in touch with information technology, digital culture and the network. This teaching method can stimulate students’ enthusiasm for learning and form a virtuous learning cycle. Teachers should introduce their research results, research trends, as well as scientific methods in the classroom, constantly enrich and update teaching content, conduct flexible classes, ensure students learn the latest knowledge and cutting edge concepts, at the same time cultivate students’ interests in scientific research, improve the ability of students in research and stimulate the interests of students in research. At present, assessments of foreign literature studies at various universities in China are in writing. This assessment method does not contribute to the development of creative abilities and the improvement of students’ literary assessment and analysis abilities. Therefore, we are trying to use a combination of written tests and oral tests in the assessment of learning to comprehensively improve students’ language skills and cultural literacy. The “new concept of the humanities” is to throw off the unreasonable barriers set by disciplines, not bound by the boundaries of invisible disciplines. The “new concept of the humanities” are the inevitable result of the humanities and social sciences adapting to social development. An integral task of teaching foreign literature is to cultivate outstanding talents who can serve the needs of the country and take responsibility for national revival against the backdrop of the “new concept of the humanities”. Keywords: new concept of the humanities, foreign literature, teaching reform | 400 | |||||
| 6561 | Introduction. The appeal of representatives of the literary creativity of the Silver Age to the problem of wandering is due to concern for the fate of Russia and the search for opportunities to transform the world, as well as ways of self-determination. For the thinker, poet, artist M. A. Voloshin, the concept of “wandering” is the key. The purpose of this article is to identify the linguistic features of the embodiment of the concepts “wandering”, “wanderer” in the lyrical texts of M. Voloshin. Material and methods. The article presents the data of free associative and directed associative experiments aimed at revealing the perception of the concept of “wandering” by modern native speakers of the Russian language; data from various dictionaries reflecting the meaning of the lexemes “wandering”, “wanderer”; the results of the analysis of M. Voloshin’s poems of different years, reflecting the concept of “wanderer”. The methods of experiment, semantic-stylistic, contextological, motivic analysis are used, which allow revealing the features of the content and perception of the concepts “wandering”, “wanderer”, reflected in the lyrical texts of M. Voloshin. Results and discussion. Associative experiments conducted to identify the signs of the concept of “wandering” showed a broader understanding of the respondents about this phenomenon than is reflected in the explanatory dictionaries. The experiment made it possible to identify the attitude of modern native speakers to the phenomenon of wandering and compare it with the understanding of this phenomenon by the author, judging by the representation in the lyrics of M. A. Voloshin. Unsettledness, anxiety for the future of the country at the turn of the 19th–20th centuries determined the interest of representatives of the creative intelligentsia in the problem of wandering. The thematic zone “wandering”, including the concepts “path”, “wanderer”, “spiritual wanderings”, occupies a central place in M. Voloshin’s lyrics. The lyrical hero is an eternal wanderer, inquisitive, thirsty for knowledge, filially attached to Mother Earth; Odysseus, cut off from his native shores, wandering and restless; experiencing the pain of separation lover; a person who, as a result of trials, came to a higher understanding of life – gratitude to her for the persistence of pain, the bitterness of earthly herbs, the causticity of salt; finally, the chosen one, who renounced the joys of earthly life in the name of a higher destiny. Conclusion. An analysis of the linguistic and artistic features of the lyrical texts of M. Voloshin, containing the concept of “wandering”, which is central in the poet’s lyrics, made it possible to identify the main features of the lyrical wanderer hero (restlessness, inquisitiveness in knowing the world, unity with Mother Earth, the search for one’s destiny), and to draw a conclusion about the originality of M. Voloshin’s concept sphere. Keywords: M. A. Voloshin, concept, conceptual picture of the world, wanderer, wandering, associative experiment, Silver Age | 399 | |||||
| 6562 | The purpose of the article is the analysis of the significance of activity games for the development of educational independence of future teachers. The educational independence – the action allowing future teacher to open, and to appropriate further sense and content of professional activity, to seize ways of her implementation and improvement. Modern practice of preparation in higher education institution realizes often reproductive ways of training where future teacher learns to restore the accumulated experience of the organization of pedagogical activity. At the same time, he doesn’t seize ways of creation of point of the professional education. The purpose is to prove use of activity games in formation of educational independence as the special resource of vocational training promoting manifestation at future teachers of an initiative among future teachers in mastering the basics of pedagogical activity, assigning skills to organize their own educational activity, and mastering ways to improve it. The study material was a survey and survey of teachers and students of the Altai State Pedagogical University, which made it possible to identify problematic aspects in the formation of educational independence among future teachers due to the use of reproductive learning technologies. The data obtained gave the basis for the development and testing of activity games in pedagogical and methodological training, contributing to the discovery and assignment of educational independence as a way to improve professional activity. The analysis of the practice of forming educational independence among future teachers made it possible to establish that this action is presented mainly at the reproductive level, while all its components (motivational, cognitive, activity) are in a disconnected state. It was also found that the reason for the poor quality of educational independence is the lack of involvement of students in the process of their own education, which is expressed in the lack of initiative, motive and methods in mastering pedagogical activities, due to the use of reproductive technologies. Options for activity games used in pedagogical and methodological training are presented, as a result of which students master educational independence. Turning to activity games in the learning process allows you to involve students in building not only the meaning of your own education, your future profession, but also assigning ways to implement it, namely: educational independence. Keywords: educational independence, activity games, professional training, future teacher | 398 | |||||
| 6563 | The article is devoted to the peculiarities of the translation of socio-political vocabulary in the context of the analysis of the strategies used by translators J. Cournos, L. Viardot, A. Faizi in the translation of «Taras Bulba» by N. V. Gogol, the special significance of which currently prompts the search for criteria for assessing the degree of compliance with the subject content of the original and translations in English, French and Tatar, respectively. The military-administrative and military-historical realionyms of the subject-thematic area «socio-political relations», the group «military-administrative structure of society» are recognized as the exponent of the implementation of these strategies. These realionyms and their trilingual equivalents are compared in terms of the use of domestication and foreignization strategies. The aim of the article is to identify convergent and divergent strategies in translations of military-administrative and military-historical realionyms of the original text in order to assess the quality of translations. The corpus of 28 military-administrative realionyms of «Taras Bulba» (1842) by N. V. Gogol selected from the point of view of belonging to the subject area «Social and political relations», taking into account symptomatic statistics, that is, the frequency of occurrence in the original text. The object of the article is formed by 84 equivalents of the indicated realionyms recorded in the texts of translations, which were made in English by J. Cournos (1952), French by L. Viardot (1853) and Tatar by A. Fayzi (1953). The subject of the article is the strategies of convergence and divergence of the subject content of N.V. Gogol «Taras Bulba». The work used general and particular scientific methods. The methods of logic (analysis, induction, comparison, grouping) and statistics (sampling method, analysis of correspondences) belong to general scientific ones, and the comparative method belongs to private scientific ones. Foreignization increases from the English translation of J. Cournos from 43% of socio-political vocabulary to 93% in the Tatar translation of A. Faizi. L. Viardot foreignized 53% of realionyms in the French text of the translation. 12 out of 84 translation solutions are divergent to the original text, six of them are contained in the English translation. 54 out of 84 units were borrowed by translators using the methods of transliteration and transcription, as well as unreasonable capitalization of realionyms. It can be stated that the quality of the translation was affected by the following translation errors: the omission of the realionym, its replacement, inappropriate modernization (use of anachronism), incorrect capitalization, the presence of «false friends of the translator»; factual errors. The analysis of translation strategies for realionyms from the point of view of the implementation of convergence and divergence strategies can be one of the criteria for the quality of a translator’s work. The choice of a convergent strategy is a basic condition for the implementation of a better translation and, thereby, the reproduction of the original author’s intention by means of the target language, while the choice of the opposite, divergent, strategy is highly likely to distort the realities of the source text, misleading the recipient about the subject content of the original. The expression of the strategies of convergence and divergence at the elementary (microstylistic) level in the translation of realionymic vocabulary is domestication and foreignization. Keywords: convergence, divergence, domestication, foreignization, realionyms, translation strategies, story by N. V. Gogol «Taras Bulba», English, French and Tatar | 398 | |||||
| 6564 | The article is devoted to the study and modeling of the associative and verbal field HUMANE PERSON in the linguistic consciousness of Siberian students. The study of associative and verbal fields of such world-modeling and axiological concepts is one of the urgent tasks of modern linguistic research, since their analysis allows to identify the most important worldview and moral attitudes of the carriers of Russian linguistic culture. The aim of research is modeling and analysis of the associative and verbal field HUMANE PERSON in the linguistic consciousness of Siberian students. In the course of the study, received reactions are considered from the formal, morphological and semantic points of view. The study is based on the material of a free associative experiment, in which students of 1-4 courses of four institutes of the Siberian Federal University took part. The survey involved 222 people aged 18 to 22: 142 female students and 80 male students. The response time was limited to 1 minute. As a result of the associative experiments, 433 reactions were obtained. From the point of view of formal-morphological characteristics, the structure of the associative and verbal field consists of single-word reactions (72.3%), as well as phrases and sentences (26.5%). The most frequent types of one-word reactions are adjectives (41.6%), the most frequent types of multi-word reactions are adjectival phrases (11.1%). In the process of modeling the associative and verbal field HUMANE PERSON, it was shown that its structure includes nuclear, perinuclear and peripheral zones (the latter is divided into near and far periphery). The nuclear zone is represented by the following reactions: kind (77), sympathetic (25), humane (23), respectful (22), kindness (20). The application of the semantic gestalt technique made it possible to identify four semantic zones in the structure of the associative and verbal field HUMANE PERSON: 1) the spiritual world; 2) properties and structure of the personality; 3) social ties and related activities; 4) name. The study made it possible to reveal the structure and content of the associative and verbal field HUMANE PERSON in the linguistic consciousness of Siberian students. The differentiating features of a humane person, in addition to certain moral qualities (kindness, responsiveness, humanity, mercy, compassion, tolerance, justice), also include his socially approved activities and actions (help, care, support, charity). Keywords: associative and verbal field, association experiment, humane person, psycho-linguo-cultural studies, linguistic consciousness | 395 | |||||
| 6565 | The article deals with the theater in the pedagogy of Philipp Melanchthon, primarily on the material of his prefaces and comments on the publications of Terence in 1517–1519, 1524–1528. and 1545, to which he returned throughout almost his entire career. Early editions were written within the background of his rhetorical reform at the Wittenberg Faculty of Arts, the second edition was prepared as part of the school reform in Saxony (with scholia being compiled) and, finally, the last edition reflects Melanchthon’s experience of studying ancient Greek dramaturgy (the tragedies of Euripides, Sophocles and the comedies of Aristophanes). Despite a sufficient number of scientific publications exploring the indicated sources in various contexts (Melanchthon’s ethics, his ideas about ancient drama, etc.), the article focuses on Melanchthon’s idea of theater as pedagogical practice. Analysis of the sources suggests that Melanchthon rarely shared the discourses of theater and drama, speaking together about their educational and educational functions. Sharing theological and secular knowledge into categories of Gospel and Law, Melanchthon considered it necessary to study ancient literature, philosophy and drama in particular as valuable “stories” which are rich in examples of universal human ethics and give pictures of various socio-political activity (speeches, meetings, council meetings, etc.). This idea was developed by him in his numerous works on ethics and theology. Modeling of the educational process in Melanchthon’s school based on the scholia to Terence allows us to suggest that the study of texts in the classroom was built primarily around grammar exercises and the study of expressions and vocabulary. Then his conviction of Melanchthon in the use of theater/drama for ethical and social up-bringing, along with the mentions of productions in his texts, suggests that the theatrical activity was that tool of the formation of ethics. Of course, Melanchthon was far from specific understanding the educational functions of the theater, but the practice of staging was laid in his method as an educational practice. We propose in this sense to talk about the theater in Melanchthon’s pedagogy as an anthropological practice. Keywords: Wittenberg, school, university, theatrical activity, comedies, tragedies, anthropological practices | 393 | |||||
| 6566 | An important task of domestic pedagogy is the search for technologies that allow the development of a personality not only in the cognitive, but also the motivational-usual and emotional-volitional spheres. It is proved that, depending on the type of virtual reality (VR) as a special teaching method, it is required to revise the role of the teacher and the conditions of interaction between the teacher and the students in order to master the latter educational content. A review of domestic and foreign experience in applying virtual reality technologies in educational practice is presented. By the means of historical and pedagogical analysis, it has been proved that to date in the scientific literature there are no longitudinal studies that allow us to assess the influence of forced cognitive development on the harmonization of the personal development of children and the intensive development of the school curriculum, especially in preschool and primary school age. The article reveals the concept of an immersive educational environment, its influence on the development of the personality of the student at various levels of general education is noted. The thesis is justified that virtual reality as an educational technology and a special educational environment can be programmed and reproduced using a computer program and stimulate schoolchildren to perform certain educational actions according to a pre-planned scenario. Based on the analysis of the experience of teaching children in immersive environments, the authors note the possibilities of their application for the cognitive development of the personality of schoolchildren at various levels of education. The ideas of teachers of the primary and basic school on the developmental capabilities of VR are described. The advantages of the application in the educational process of such immersive technologies as virtual excursions, virtual quests and virtual laboratories are disclosed. Conclusions have been drawn about the possibilities and restrictions of cognitive development of the student’s personality in immersive educational environments. It has been proven that in virtual immersive environments can be successfully applied to teaching and developing children of different ages. The virtues of the use of VR in training, such as visualization, the possibility of visualizing complex processes and phenomena, interactivity and the possibility of gaming the educational process, etc. Establish various types of VR with rich capabilities in various fields of personality development. Keywords: immersive approach in education, immersive educational environment, virtual reality, personal development in learning, virtual laboratories, virtual quests | 392 | |||||
| 6567 | The problem of the translatability of a literary text has remained urgent. At different times, there have been debates in literary science about whether it is permissible and possible to recreate an original work by means of a foreign language. In this article, the Bakhtin thesis on the “dialogue of cultures” and the provisions on the fundamental translatability of a work of art developed in the works of Russian comparative scientists are the starting points. The purpose is to analyze the poems of the American modernist poet Wallace Stevens and his Russian – language translations. The program poem by U. Stevens’ “Thirteen Ways to look at the Blackbird” and its translations into Russian served as the material for the study. The study uses the methods of linguo-stylistic analysis of language units, the method of philological analysis of a literary text, and comparative analysis. Creative works of Stevens reflect a general tendency of complexity of the poetic language that was earlier expressed by G. Elliot. Stevens’ poetry remains a mystery, has various interpretations while the author himself does not provide detailed and clear recommendations. The symbol of poetry for Stevens is music – the most abstract kind of art that is why any art should strive towards the state of music. In his poems, Stevens creates a world of imaginary, conditional and mysterious reality. The origins of his poetics go back to romanticism and symbolism, Coleridge’s understanding of the imagination, echoes of Nietzscheanism, Freudian and Jungian motifs. That is the reason why it can be challenging to understand what the author’s poems are about. It leads to multiple interpretations of Stevens’ works. This feature of the poetic style of the American author gives translators freedom when working on Stevens’ texts and actualizes some dominants of original works while obscuring others. An accurate translation of Stevens’ poems is not the same as a successful translation. That is why the researchers recommend to take into consideration his entire artistic heritage (including his theoretical research) when analyzing individual poems. Stevens’ individual poems become parts of a single hypertext that can be understood by having a complete image of an imaginary world created by the author. The paper considers one of the curriculum poems written by Stevens’ “Thirteen ways of looking at a blackbird” and the ways of implementation of the author’s conception in its Russian translations. The analysis of the selected translations made it possible to identify the translation made by Britanishsky as the closest to the concept of equivalence. His translation conveys the lexical content of the original poem, though there are significant deviations that deprive the poem of a holistic reconstruction of the author’s idea. Keywords: receptive aesthetics, literary translation, adequacy, translation equivalence, artistic method, symbol | 387 | |||||
| 6568 | In the 20th century, the phenomenon of stereotype started to attract wide scientific attention in the field of humanities, due to the occurred awareness of the influence of socio-cultural context on an individual. Nowadays we can see a growing interest in the research of stereotyping in pedagogical discourse, because while being seemingly unbiased, pedagogical discourse is subject to ideological influence and involves perception of information that inevitably transmits ethnic and cultural stereotypes and prejudices. That fact forms the necessity of detecting and researching the ideological content in written foreign language learning materials. The aim is to describe various ways in which heterostereotypes are verbalized in Japanese language textbooks for foreigners. The research is based on Japanese language textbooks for foreigners of elementary and intermediate level of proficiency. The major methods used are qualitative-quantitative, contextual and discourse analysis as well as some elements of linguocultural analysis. In the content of the analyzed textbooks we see the elements of stereotypical image of a foreigner represented by various linguistic means. On the vocabulary level, there are multiple positive characteristics of appearance, personality traits and Japanese language skills of the foreign characters residing in Japan. At the same time, grammatical structures, the existence of presupposition in some sentences, and the thematic selection of narratives often emphasize the insufficient level of integration of the foreign characters into Japanese society through the presumption of their temporary status in Japan. In addition, foreigners, especially Western culture bearers, are often shown making communicative mistakes, violating Japanese etiquette rules and causing trouble for Japanese characters. The analysis demonstrates main stereotypical features of the image of a foreigner in Japanese textbooks and the ways of their linguistic representation. Established patterns reveal the contradiction between the intentional transmission of the message of Japan’s openness towards foreigners and the perception of a foreigner as a member of the “out-group” that is deeply rooted in Japanese culture. Keywords: stereotype, heterostereotype, linguoculturology, Japanese language, pedagogical discourse, Japanese language textbooks | 387 | |||||
| 6569 | Introduction. Roman F. M. Dostoevsky’s “The Adolescent” is defined by many researchers as a novel of education. If the relationship between Versilov and Arkady is comprehensively covered in the research literature, then another aspect of parental love – maternal – seems to be insufficiently studied. Although some scientists (N. A. Tarasova, N. A. Kladova, E. A. Ivanova) indirectly touched on this topic, it has not yet become the subject of independent study. Aim of the article is to consider the images of heroines-mothers Sofia Andreevna Dolgorukaya and Daria Onisimovna in the novel by F. M. Dostoevsky’s “The Adolescent”. Material and methods. The material of the study is Dostoevsky’s novel “The Adolescent”. With the help of structural-semiotic, motivic and comparative methods, the specificity of the author’s embodiment of the artistic images of mothers is traced from the idea and drafts to the final text, the role of maternal images of Sofya Andreevna Dolgoruky and Darya Onisimovna (Nastasya Egorovna) in the process of raising Arkady, Liza and Olya is analyzed. Results and discussion. The key images embodying the images of mothers and children are Sofya Andreevna Dolgorukaya and her children, Arkady and Lisa, as well as Daria Onisimovna and her daughter Olya. In the artistic conception of the novel, maternal love is presented as an effective way to overcome the spiritual illness of a nation, an individual family and each of its members. Thirst for a significant life goal, youthful maximalism, denial of the experience and values of previous generations, supposedly “guilt” of parents for insufficient success or personal qualities of a Teenager are typical age-related features of personality development. The immaturity of the unsettled personality of a Teenager can be overcome and healed in the family. Through overcoming selfishness and vanity, realizing himself as an integral part of his family, the young man finds his way, his individuality. Moreover, the leading role in the formation of a teenager is maternal. Through the understanding and acceptance by the “holy mother” of the shortcomings and mistakes of a child of any age, the sources of love are gradually opened and the model of family behavior is inherited as a sacred moral norm that ensures the stability and integrity of an adult personality. In addition, the article reveals the process of mutual influence in the system of «mother – child» relations both within the family and in a wider social context. The writer emphasizes the negative role of tragic events in the spiritual transformation of the artistic images of mothers, depicting the suffering of a woman who lost her baby (Liza) and the suicide of her daughter (Daria Onisimovna). Conclusion. In the novel “The Adolescent” Dostoevsky depicts two types of motherly love. The first type of merciful and all-accepting love is embodied by Sofya Andreevna. Her love influenced Arkady’s way of thinking, transformed his soul and revealed to him the value of family relationships, the unconditionality of parental love. In the relationship between Liza and her mother, as in the case of the relationship between Arkady and Sofya Andreevna, love became saving, brought comfort in grief, helped to survive suffering and grow spiritually. The second, opposite, type of hypertrophied love-passion for the child is realized in the relationship between Darya Onisimovna and Olya. Such love is initially destructive, devoid of a Christian basis, as a result of which the maternal image is transformed as an artistic integrity: the place of Darya Onisimovna is replaced by the shadow of the heroine – Nastasya Egorovna. Keywords: F. M. Dostoevsky, the novel “The Adolescent”, the image of the mother, types of maternal love, Sofia Andreevna Dolgorukaya, Daria Onisimovna | 384 | |||||
| 6570 | In the organisation educational interaction today there are dynamic processes associated with its transformation into a multicultural and multilingual interactive environment, the implementation of the tasks of competence-based learning, updating the bank of technological tools and methods of educational and methodological support. The foregoing determines the steady interest of scientists in the study of educational texts as an independent variety of texts. The main provisions of the history of the study of educational texts as a type of text and scientific object in modern humanities are systematized and summarized. The material of the study was special scientific sources of methodological and linguistic orientation, which form the basis of the modern theory of educational text. The research methodology is the complex use of logical (analysis, synthesis, analogy) and theoretical (generalization, systematization, description) general scientific methods. Based on the specifics shown in relation to the interpretation of the educational text from the standpoint of didactic and linguistic approaches, this type of text is defined as an independent unit – a speech work with multifunctionality and a set of textual features that are updated differently in different situations of educational interaction between the teacher and the student. Among the implemented functions, the key functions are communicative and didactic, and the latter has the status of the dominant one. Text features are characterized by a set of ways, forms and means of presentation at the genre, stylistic and discursive text levels. The reason for the polyphony that exists today in the scientific community regarding the definition of the essential content, structural, pragmatic features of an educational text is the impossibility of an unambiguous interpretation of its genre and stylistic nature, discursive implementation space, as well as the existence of multiple interpretations of the cultural and conceptual resources of texts of the analyzed type. At the present stage of development of the humanities, the educational text is an interesting object of scientific research, comprehended as an independent type of text, which has both general text properties and specific ones. The prospects of the research are related to the further expansion of the understanding of the educational text in accordance with the most relevant areas of research in science, in particular, within the framework of the problems of linguoculturology, discourse studies, linguoconceptology and conceptual didactics. Keywords: theory of educational text, universal and differential features of educational text, educational discourse, educational and scientific sub-style of scientific style, genres of educational texts | 378 | |||||
| 6571 | The article presents the results of Russian iconic words visual perception, taking into account the neurocognitive profile of the participants and using the “Lexical Solution” method in participants with a right-handedness and left-handedness. The procedure of psychosemantic research was carried out according to the classical scheme of “Lexical decision” in the paradigm of making a decision about a semantic stimulus as a word or not a word with a limited time to choose. Each participant was presented with three types of stimuli: sound-imitative (SI) words, divided into 4 groups according to the stages of deiconization or loss of iconicity (32 words – 8 from each group), non-SI words (32), non-words (64) in random order. During the test, the following series of indicators were recorded: the time of identification, the number of identification errors, the number of delays. The experimental session was preceded by a training session, during which 10 words and non-words were presented in random order. Also within the framework of this research, classical methods of assessing the neurocognitive profile of the participants were used. Based on the analysis of the results of the study, it can be concluded that respondents with left-handedness are characterized by rigidity and weak automation of cognitive functions, impulsivity, a wider range of equivalence. Participants with a leading left hand also, were more likely to give incorrect answers in the samples “SI-1”, “SI-3” and “non word”, spend more time and more often do not have time to give an answer to the SI-stimulus compared to right-handed respondents. At the same time, subjects with a leading right-hand visual perception of sound-forming words are more often more accurate than subjects with left-handers. The conducted study indicates statistically significant differences in the accuracy and speed of recognition of DI stimuli of different types in people who are right-handed or left-handed. The results obtained require additional clarifications on a larger sample to confirm the available data, which may be the next stage of the study. Keywords: left-handedness, neurocognitive profile, psychosemantics, sound acuity, lexical solution | 378 | |||||
| 6572 | The ways of verbalizing the concept “loneliness” in the original text of G. G. Marquez’s “One Hundred Years of Solitude”. The analysis made it possible to model the concept by constructing its semantic field, highlighting the core and peripheral zones of the concept. It is shown that the artistic concept has its own distinctive features and requires a special method of analysis. The purpose of this study is to identify ways of verbalizing and modeling the concept of loneliness in the novel by G. G. Marquez “One Hundred Years of Solitude” (on the material of the Spanish language). The novelty of the work lies in the fact that it carried out a conceptual analysis of loneliness in the original text, which has not yet been included in the field of linguistic research: a semantic field has been built, the core and peripheral zones of the concept have been identified, cognitive signs have been established for each of the core lexemes, and also cognitive features of objective images. The research material is the novel by G. G. Marquez “One Hundred Years of Solitude” in the Spanish language. The empirical base of the study was formed using a descriptive method, which included the use of a continuous sample. In addition, the study uses the method of conceptual text analysis, which includes methods for describing the core and periphery of the concept, analyzing dictionary definitions and describing the content of the concept. As a result of the analysis of the methods of verbalization of the concept of loneliness, the semantic field of the concept was modeled, its core and periphery were identified. The core zone of the concept includes the keyword-representative of the concept and other lexical units of the derivational nest. Three groups of lexemes nominating loneliness, as well as images of loneliness created with the help of metaphorical means, were assigned to the periphery of the concept. The concept can be modeled by referring to the construction of a semantic field. The analysis showed that the semantic field of the concept of loneliness is a complex system, the units of which are united by common semantic features. The concept “loneliness” is verbalized in the novel by means of lexemes included in the core and periphery of the concept. In addition, the images of loneliness, presented with the help of metaphorical means, are of great importance. Keywords: artistic concept, concept of loneliness, semantic field, metaphorical means | 378 | |||||
| 6573 | Introduction. The Orthodox periodicals of the era of the turn of the 19th – 20th centuries, being an integral part of domestic journalism, contain a large corpus of publications dedicated to domestic and foreign writers, incl. N. V. Gogol.Turning to the critical discourse about Gogol, presented on the pages of pre-revolutionary church journals, will clarify the issue of the perception of the personality and work of the writer in scientific and theological circles, and will also help build a holistic picture of Gogol’s reception in criticism of the frontier era. The purpose of the article is to study the critical reception of the personality and creativity of N. V. Gogol in church academic periodicals of the early 20th century. Material and methods. The material of the study was the articles of the “Bogoslovskiy vestnik” of the late 19th – early 20th century, dedicated to Gogol, as well as publications of various genres containing reflections or background references to Gogol and his works. Journal materials are analyzed in the historical and literary aspect, and are also considered from the standpoint of receptive aesthetics and the sociology of literature. Results and discussion. Based on the results of the study, a conclusion was made about the specifics of Gogol’s critical reception in the journal of the Moscow Theological Academy, the chronology of which covers about 17 years. The most active phase of the perception of Gogol’s personality and work in the “Bogoslovskiy vestnik” falls on the period of his anniversaries in 1902 and 1909, when literary critical studies of teachers and professors of the Academy dedicated to him were published, as well as materials from a literary evening dedicated to the centenary of the birth of the writer. Outside of Gogol’s anniversaries, critical discourse about the writer includes articles on scientific and theological issues, but containing reflections on the writer’s religious outlook and his artistic work, as well as materials (letters, memoirs etc.) in which there are only brief mentions of the writer. The mechanisms of Gogol’s critical reception in “Bogoslovskiy vestnik” are determined by the desire to comprehend the “mysterious personality” of the writer, his “complex inner world”, as well as to evaluate his contribution to the formation of Russian religious culture. Conclusion. The image of Gogol, presented on the pages of the “Bogoslovskiy vestnik”, reflects the contradictions in the perception of his personality and work, which are generally characteristic of literary criticism at the turn of the century, when the writer either continued to be accused, calling him an “apostle of ignorance” and a reactionary, or defended, seeing in him an ascetic artist and a serious thinker. Keywords: N. V. Gogol, critical reception, “Bogoslovskiy vestnik”, church periodicals, writer’s anniversary, literary reputation, spiritual prose, the concept of “two Gogols” | 377 | |||||
| 6574 | Introduction. The article attempts to determine the specifics of the “Assembly Instructions” genre, which combines engineering and didactic components. Its purpose is to regulate the work of engineering teachers in the classroom with students of different ages. Previously, the texts of this genre were not the subject of scientific research, despite the fact that the instruction as a genre is described within the framework of IT-discourse, pedagogical discourse, teaching, engineering. However, for the first time, assembly instructions are the subject of research in engineering and didactic discourse. Material and methods. The selection of texts of the “Assembly instructions” genre was carried out on the basis of methodological materials of the international school of engineering and robotics “School of Digital Technologies” in the amount of 25 documents describing the process of assembling structures within the framework of the engineering robotics program for students of different ages (the average volume of each document is 15 pages, about 375 pages of text in total). As the main methodological model, the model of the speech genre of T. V. Shmeleva. Analysis methods: textological, quantitative, comparative analysis to identify signs of genre hybridization. Results and discussion. The paper describes the genre of “Assembly Instructions” according to seven genre-forming features: describes the means of expressing an informational and imperative communicative goal through the nomination of documents, headings, a list of necessary materials for assembling the structure and the main text; the means of describing the implicit image of the author are highlighted, such as the use of professional vocabulary and the translation of the position of “seniority”; the language markers of the direct and indirect addressee are listed, including direct nominations and deminatives; ways of describing the dictum in the algorithm for assembling structures are given; formulated approaches to creating an image of the past and future through imperative constructions and modal predicates; the means of organizing the composition of texts and the influence of compositional instability on the volume of elements from didactic and engineering discourse are described; specific forms of linguistic embodiment, including discursive formulas, are highlighted. Separately, for each feature, the means of linguistic expression of genre hybridity are described. Conclusion. The main and specific features of the “Assembly Instructions” genre of engineering and didactic discourse are shown, such as the author’s soft imperative position, the use of words in the category of state and verbs in the 1st person plural in the sense of compatibility, and a number of others. Keywords: genre, assembly instructions, engineering discourse, didactic discourse, hybridity | 374 | |||||
| 6575 | Introduction. The article is devoted to the analysis of linguistic units that verbalize the category of visual perception in the Sakha language in the cognitive-semiotic aspect. The study of major categories, such as perception, is one of the important objectives of modern anthropological linguistics, in the center of which is a person as a cognitive-perceptual subject, the functions of his cognitive (perceptual) system and the world of human experience. Material and methods. The research material used is the dictionaries of the Sakha language, the corpus of the Sakha language, literary works. The authors implement a cognitive-semiotic approach based on modern interdisciplinary theories of perception. The representation of the category of visual perception in the Sakha language is considered in three main perspectives – semantic, syntactic and metaphorical. Results and discussion. The article presents a detailed description of the Sakha language vocabulary related to the verbalization of the process of visual perception. Through such vocabulary, the speaker sets a variety of parameters of perception: spatial, temporal, qualitative, evaluative, expressive and modal. Also, the syntactic features of visual perception lexicon are considered, namely, significant combinations of the nuclear verb kör with adverbs characterizing the process of visual perception and expressing the observer’s evaluation. Conclusion. The data obtained indicate that in most cases the lexemes of visual perception serve to denote not only the actual process of perception, but have a huge signemic potential covering different spheres of human activity. The leading parameter, as shown by cognitive-semiotic analysis, is evaluative. Almost every lexeme of the Sakha lexicon contains a personal assessment of not only the process, but also the participants of visual perception. The vocabulary of visual perception thus plays a huge role in cognition and signification of the world. What is specific to the Sakha language is that visual vocabulary performs a modal-expressive function and carries a huge amount of information about the attitude of the speaking subject to the participants of the process of visual perception, about the evaluation of the process itself and the situation as a whole. Keywords: perception, cognition, semiotics, visual perception, linguistic view of the world, semiotic landscape, parts of speech, phrase, parameter, the Sakha language | 372 | |||||
| 6576 | Introduction. The abstract to the academic paper is a required section for the publication of research results. Abstract is a secondary speech genre, the creation of which most often makes it difficult for foreign students studying Russian. The purpose of this article is the analysis and development of criteria for evaluating the work of foreign students to create an abstract to a research paper. Materials and methods. The material for the developing of theoretical positions was scientific papers on the main directions of this study. Empirical research material – 20 written abstracts of foreign students-philologists (level B2) to research paper, which named “Semantics of the lexeme “temple” in language and text (based on the material of Russian orthodox sermons)”. In the course of the research, methods of analysis (the analysis of scientific papers on the topic of this research, the analysis of written works of students) and synthesis are used. Results and discussion. Abstract writing is considered as a process of generating scientific written discourse, the effectiveness of which is influenced by cognitive and pragmatic factors. The cognitive factor means strategic (the skill to determine the communicative purpose, plan communicative tasks when achieving the goal of communication) and tactical (the skill to select appropriate language tools for the implementation of communicative tasks) discourse plans. The pragmatic factor of discourse includes the sphere of communication, the specifics of the situation and the characteristics of the addressee of communication. These important factors should be taken into account in the evaluation of abstract. Within the framework of the cognitive approach, based on the developed methods for the skills formation, divided into three blocks (discourse, speech, language competences) and taking into account the specifics of written scientific discourse, a method for calculating the success of writing an abstract to a research paper was created. Conclusion. This method of assessing the level of formation of the relevant skills is the most productive, since within the methodological categories of competence and skills of speech activity, it is advisable to combine the canon, and the specifics of the genre (genre aspect), the structure, and content of the text (speech-producing aspect), and scientific style (stylistic aspect). Keywords: teaching, scientific written discourse, secondary genre, abstract, evaluation criteria, Russian as a foreign language | 371 | |||||
| 6577 | The dominant role of the school in the life of modern society, its significance for the education and upbringing of the younger generation, the importance of analyzing ideas about the up-to-date school, the need to develop a methodology for conceptualizing the concept of school in the mass consciousness determined the relevance of the monograph by E. A. Bazhenova and V. I. Shenkman. A descriptive method and methods of analysis, synthesis, comparison and generalization were used in the monograph. The scientific novelty of the monograph is due to a comprehensive description of the content of the school concept based on the existing stereotypes of native speakers of the Russian language with use of various sources, including song discourse and Internet discourse. The study by E. A. Bazhenova and V. I. Shenkman was carried out in line with the modern cognitive-discursive paradigm of linguistic knowledge based on the analysis of the school concept at the present stage of its comprehension by Russian native speakers and in the aspect of diachrony. The integrated approach with lexico-semantic, functional, discursive analysis of the lexical representatives of this concept, the use of a comparative analysis of their actual meanings in the context of various discursive practices with the usual semantics of these units based on numerous lexicographic sources, allowed the authors of the monograph to identify and deeply and systematically describe the content of the concept of school. The monograph identifies the main trends in the interpretation of the concept and the dynamics of ideas about the school in the collective consciousness of Russians. The main factors that are associated with these changes were determined in the monograph. The extensive empirical and lexicographic material used in the monograph (52 dictionaries), reliance on modern achievements in linguistics and its methodology determine the reliability and validity of the results obtained in the study. The monograph by E. A. Bazhenova and V. I. Shenkman, due to its relevance, theoretical and practical significance, will be in demand by specialists in cognitive linguistics, discourse studies, functional stylistics, in the university practice of teaching these disciplines, as well as by everyone who is interested in the problems of modern education. The material of the monograph is of interest to teachers, psychologists, and sociologists. Keywords: school, lexico-semantic and functional analysis, discourse, discursive realization, song discourse, Internet commentary | 370 | |||||
| 6578 | The subject of this study was chosen by the haiku (comic poems) of the great Japanese poet Matsuo Basho (1644–1694), who won interest from scientists and translators of many countries of the world. In Japan, thanks to the work of textologists and commentators, a rich hermeneutic literature has developed that allows not only Japanese, but also foreign philologists to solve the problems of interpretation of the text and reproduce it in another language. Poems proposed by V. N. Markova (1907–1995), outstanding Russian translator and poet, allow us to highly appreciate the skill of translation and a wide range of Russian language means aimed at implementing the deep content of the Far Eastern segment of the world culture presented in haiku. The stylistic originality of haiku is analyzed in the context of aesthetic categories (yugen, sabi) inherent in the work of Basho. The associative subtext, reminiscent series, semantic variability and emotional content of the source as an object of translation are investigated. The methods of interpretation and transformation of the Japanese text are revealed, which convey to the reader the implicit properties of haiku, their peculiar technique of organizing the poetic space. It consists in applying a complex system of seasonal images-symbols (kigo), the linguistic cultural content of which calls for a recipient to co-creation. Higher human snowdrift is also achieved by the use of cesura (kireji), the diverse functionality of which requires a close view of the nuances of meanings. The attention of V. N. Markova to the author’s word, Japanese poetic tradition, the possibilities of the language of translation, linguistic contrastness, is noted. The skill of the translator allows, in order to transform the source material, it allows you to effectively use the techniques of translation activity ‒ the addition, modulation, expansion, which are based on attracting background knowledge not only about the culture of Japan, but also in China. Keywords: Japanese poetry, Zen-Buddhism, Matsuo Basho, V. N. Markova, haiku, problems of translation | 368 | |||||
| 6579 | The active cooperation of countries in various spheres of life leads to a constant demand for the translation of normative documents, including international treaties regulating the procedure for interaction of the countries. An international agreement is a legal document and refers to the official business style, the features of which are accuracy, clarity, and lack of ambiguity. A characteristic feature of the style in English is the large number of modal verbs having several meanings that sometimes cannot be expressed by modal verbs in Russian. The translator faces the difficult task of choosing translation units suitable for adequate translation of the meaning of the modal verb. The aim of the study is to determine the ways of translating modal verbs from English into Russian in legal texts through identifying the factors by which the translator can determine the meaning of a modal verb in a specific context and correlating them with the adequate variants of translation into Russian. The research is based on an international treaty between the Russian Federation and the Republic of Indonesia in the law enforcement sphere using such methods of linguistic analysis as descriptive, comparative, and quantitative. The most frequent modal verb in English treaties is shall; may is in second place; other modal verbs are found, but extremely rare. Modal verbs are translated into Russian by: a verb in the present tense; a verb “может”; a contracted form of an adjective “должен”; an adverb “необходимо”. When translating modal verbs into Russian, it is necessary to take into account many factors: the requirements of the functional style of speech; shades of the meanings of modal verbs and their function in the sentence; the context specifying the meaning of the modal verb; the norms of the translation language. Keywords: modal verbs, legal translation, translation strategies, grammatical features of translation, translation of international treaties | 368 | |||||
| 6580 | Asya Petrova is a modern St. Petersburg writer who is actively working in the genre of “school” story. Asya Petrova’s stories address an important question: why is it impossible or unsuccessful for a teenager to communicate with peers or adults? A related question: should a teenager distinguish between “own” circle of family / friends and a “wide” social circle of communication and, in accordance with this, choose a type of speech behavior? The choice of Asya Petrova’s works as a material for analysis is due to the fact that in most cases the writer finds for her characters the possibility of a positive resolution of conflicts; the finals of works are open to the future. Particular attention is paid to the story «Who says what – it doesn’t matter», since this work can be recommended to the teacher for a joint discussion with pupils in grades 6 or 7. The purpose of this article is to identify ways to solve the communicative failures of the heroes offered by Asya Petrova. The existential problems of the characters (the desire to “just say” and the feeling of the impossibility of this action) are realized in the same type of conversation situation. These situations mark the stages of plot development. The methodological basis of the study includes, in addition to the traditional system-structural concept of the artistic world of the work and the plot as part of the chronotope, the theory of the subjective organization of the narrative. Based on the concept of the dialogic word M.M. Bakhtin, methods of organizing the speech level are analyzed; in the study of errors and failures of dialogues, the theory of discourse formations of V.I. Tyupa is involved. The features of the genre of “school” story are taken into account. As a result, five stories by Asya Petrova are considered, offering several possible options for establishing communicative contacts between a teenager and people around him. The general invariant is the hero’s overcoming of isolation on himself, the emergence of a desire to help other people. In addition, the author declares the independence of the child’s personal statement, not subject to double communicative standards. The conclusions point to the significance of such a trend in modern teenage literature, which successfully combines psychologism in revealing the characters’ images and the author’s game strategies. The practical significance is seen in drawing attention to an actively writing modern author, who is still outside the attention of researchers in children’s and adolescent literature. Keywords: modern children’s literature, children’s writers, literary creativity, literary genres, school stories, communication failures, adolescents, adolescent conflicts | 360 | |||||
| 6581 | The approaches to the interpretation of the concept of creativity in linguistics and related sciences are considered and the task of defining the criteria for evaluating a creative text is set. Creativity is understood as a meta-subject competence, which along with critical thinking, cooperation and communication abilities is part of the system of “soft skills”. Aim and objectives – to develop the evaluation scale for creativity of texts created by students in Russian language on the basis of functional stylistics, creative stylistics and linguistic personality theory. The question of creative writing evaluation criteria has been studied in an interdisciplinary context, i.e., in the light of related sciences (speech science, psychology, pedagogy, linguistic didactics, and Russian language teaching methods). The empirical material is represented by texts created by secondary school students as part of creative assignments in Russian language. In accordance with the postulates of functional stylistics the text is interpreted in the unity of the content and surface-speech sides. The notion of creative competence is defined based on the three-level structure of linguistic personality including verbal-semantic, pragmatic- stylistic and cognitive levels. In the development of the multyicriteria approach to the measurement of text creativity special attention is paid to the development of the creative speech behavior of a learner and motivation of his creative activity. Universal criteria for diagnosing text creativity have been established. As evaluation parameters it is proposed to take into account: 1) functional literacy of the author of the text; 2) presence of a general creative idea supported by facts and the author’s own position; 3) compositional and semantic correctness of the text (coherence and integrity); 4) nontrivial expressiveness of speech; 5) speech literacy. Formation of creative competences in the process of Russian language learning should be systematic and be conducted in unity with the formation of linguistic, linguistic, communicative and cultural competences. The main principles of assessing students’ creative works include multi-criteria approach to measuring the quality of creativity; prohibition of criticism that can provoke creative blockage; different forms of text assessment. Keywords: creativity, speech creativity, creative linguistics, creative stylistics, creative text, creative text evaluation | 359 | |||||
| 6582 | The development of rural schools as the main group of Russian general education organizations has led to the task of forming a modern human resource with not only subject-specialized competencies, but also readiness for professional activity in the field of psychological and pedagogical support of the educational process, including means of digital didactics, organization of the process of self-improvement, etc. Professional development, the formation of pedagogical skills of a teacher in modern conditions of school in rural areas is possible only through his continuous education. One of the stages of formal continuing education for teachers of rural schools is a master’s degree. The purpose of this work is to systematize scientific ideas about the mechanisms of organizational and pedagogical support for the preparation of teachers to work in a rural school by means of a master’s degree of a pedagogical university. In the article, by means of theoretical analysis, the scientific knowledge about the peculiarities of rural schools in the conditions of modern complex structural changes is systematized, the specifics of the professional pedagogical activity of this group of teachers are highlighted. The position is proved that one of the mechanisms of professional development of a rural school teacher is a master’s degree with a specialized educational program. On the basis of historical and pedagogical analysis, a systematics of the leading mechanisms for supporting the professional development of a rural school teacher is proposed (including scientific and methodological, organizational and pedagogical, etc.), technologies, forms of its implementation (tutoring, curatorship, mentoring, etc.), the concept of organizational and methodological support of the educational process as the activity of actors in the design and implementation of interaction between subjects is introduced (students, coordinators, teachers), by means of the developed complex organizational and methodological activities aimed at improving its effectiveness. The content of organizational and methodological support of the educational process developed for undergraduates of Tomsk State Pedagogical University is analyzed. The implementation of this master’s program, including the author’s model of organizational and methodological support, will effectively solve both the tasks of training new professionals for the modern system of rural education, and create conditions for the formation of future researchers in the field of rural school pedagogy. Keywords: a teacher, pedagogy of a rural school, mechanisms for supporting the professional development of a teacher, organizational and methodological support, master’s degree of a pedagogical university | 358 | |||||
| 6583 | Introduction. Currently, researchers are attracted by the work of the authors of the so-called “second” series, whose literary creations have been unjustly forgotten. What is still important is the role played by these works in the literary process of their time. Material and methods. The material of the study was the story of M. S. Zhukova “Dacha on the Petergof road” and “Princess Mary” by M. Yu. Lermontov, as well as the literary context of that time. The research methods were gender analysis, structural-typological approach, biographical method. Results and discussion. The plot and textual analysis of “female” prose showed not only the correlation of the main images and plot motifs of M. S. Zhukova with the previous literature, but the originality of the presentation of the author’s material. In the context of the emerging movement for women’s rights, the writer tried to bring to public discussion the issues of family and marriage, the role of women in society. Not being able to raise these topics directly, the female author uses certain stylistic devices (italics, ellipsis, question marks, exclamation marks), author’s digressions within the plot. Very often she uses hidden quotes and reminiscences to the works of famous authors (A. S. Pushkin, V. A. Zhukovsky, M. Yu. Lermontov). Her traditional, at first glance, main characters acquire a different semantic load. The male image created by the writer, having the external features of a classic hero-lover (former hussar, prince, guardsman), turns out to be a “grand seigneur”, i.e. a man only pretending to be a gentleman. M. Zhukova also shows a different view of marriage of convenience, when the cynical and strong-willed heiress to a wealthy fortune herself arranges a family union-deal with the prince. Conclusion. The echo of romantic literature is the provincial Zoya, whose madness becomes an indicator of the heroine’s lack of viability in the modern world. Thus, the storyline in the writer’s work becomes more complex, the literary idea merges with life, and secondary characters have not only a connecting function, having received their further development in subsequent works of realist writers. Keywords: gender studies, women’s literature, M. Yu. Lermontov, 19th century fiction | 357 | |||||
| 6584 | Information security turns out to be a person’s essential requirement for a confident orientation in information content. The need to master ways of information risk resistance on the base of one’s own value attitudes is a factor for the person development and successful socialization. The aim of the article is to present a step–by-step realization of textual activity for students of a non-linguistic university to master ways of information risk resistance. The research is based on the analysis of literature on the development of theory and educational practice on information security, and the textual activity realization based on the methods of pedagogical hermeneutics. The meaning-forming texts selected according to the teaching content in the discipline are used as the material. The methods for realization of the set of tasks based on text activities aimed at the students’ personal resource development are presented. The methodical experiment used for leaning ways of information risk resistance was carried out. The examples of the exercises organizing the step-by-step students’ work with texts based on the algorithm of information risk prevention oriented at personal resource development are given. The described algorithm including hermeneutical and activity methods is based on four interrelated stages (motivational, analytical-evaluative, design, reflexive) to implement the mechanisms of meaning formation and interpretation. Given methods are considered at the humanity disciplines using the meaning-forming texts related to the social context. The features of the textual activity organization of the proposed algorithm are revealed. The article introduces the criteria of the text selection. Three assessment criteria were developed to diagnose the level of personal information security formation. Based on the results of algorithm testing, a pilot study was conducted on the topic discussed during the lesson. It was found that the further development of students’ abilities to withstand risks and be resistant to their impact is required. The designed algorithm was tested on the base of the Tyumen Industrial University. The implementation of the textual activity aimed to master ways of information risk resistance contributes to the development of students’ ability to perceive meaningfully, interpret and evaluate information by the actualization of the gained experience. The leaning of these methods can be carried out not only during the lesson, but also during extracurricular time. The effectiveness of the implemented algorithm is due to hermeneutic and activity approaches using meaning-forming texts. Keywords: personal information security, personal resources, information risk, risk resistance, meaning formation | 353 | |||||
| 6585 | The toponymic material of the Arbaty micro-area of the Republic of Khakassia gives an idea of the history, geography, ethnography of the southern part of the region, the culture and religion of the Khakasses, the peculiarities of the way of life and economic activity of the people in the taiga area, reflects the linguistic and dialectal features of the Khakass language, and also shows the processes of formalization of the world man. The factual material of the study was the geographical names collected in the field, supplemented by information from dictionary, scientific and local history works. Toponyms here reflect the Beltir dialect of the Sagai dialect. The search for the etymology of the large hydronyms Arbaty and Madyras led the study to the Tungus trace, which was not noted in any work by previous linguists and historians specifically for this territory. The hypothesis awaits further confirmation (or refutation). The chronological picture of the settlement of the area is continued by the Ket names, then numerous Turkic and single Russian ones. The territory of the Arbaty is a taiga place, squeezed by high ridges and mountain rivers. The relief is characterized by numerous logs, depressions and their streams and springs, low hills, mounds. The population lives by hunting, cattle breeding, harvesting and gathering. In Soviet times, there were cultural crops, state farms, logging facilities, and sawmills. River mills worked. The main population is Khakasses and Russians. The Khakass have ancestral and sacred mountains on which shamans perform rituals; believe in the existence of natural spirits. Nature is rich in berries, nuts, wild onions, birds and animals. All these features of the area are reflected in the names of geographical objects: depressions, rivers, mountains, streams and springs, villages and settlements, taiga and steppe towns and lands. Many toponyms consist of two to five words, reflecting qualitative, relative, typical and possessive relationships and connections. Toponyms are characterized by signs of ambiguity, asymmetry, and variability. In the semantic sense - appellative signs of landscape, production, management, hydronyms, names, events, plants and animals. Keywords: Khakass language, toponyms, Republic of Khakassia, Tashtyp District, Arbaty | 352 | |||||
| 6586 | The analysis of statistical data and the need for timely prophylactic addictive behavior among adolescents was carried out. The research material was the developed and implemented program for the prevention of alcoholism among adolescents «Keep a healthy lifestyle». As well as the analysis of literature in the field of prevention of deviant behavior, the system of interdepartmental interaction, including psychology and family psychotherapy. During puberty, the teenager’s life self-determination takes place, plans for the future are formed. He changes himself, tries to understand himself and his capabilities. Requirements and expectations of other people change. He is forced to adapt, to adapt to new conditions and situations constantly, but this does not always happen successfully. Due to the difficulties experienced by a teenager in this age period, the teenager is vulnerable to alcohol seduction. Consequently, the alcoholism prevention program is extremely important for this age stage. For this purpose, our program for the prevention of alcoholism among adolescents was developed and tested, which consists of 4 modules with a certain complex focus of activity. Where each module fulfills its irreplaceable function in the development of a healthy, law-abiding and responsible citizen. The program developed by us had a real impact on the minds of adolescents and helped to form the motivation to stop drinking alcohol. Since we used a complex nature, which meant not only the prevention of adolescents themselves, but also the involvement of their parents in this process for interaction, which made it possible to expand knowledge in the field of alcohol abuse. To implement our program for the prevention of alcoholism among adolescents, we have developed and presented certain requirements that had to be met by specialists carrying out preventive activities. This made it possible to avoid pedagogical mistakes on the part of specialists and to provide real help to adolescents who need prevention of alcohol dependence. Keywords: deviant behavior, alcoholism, social and pedagogical program, prevention, commission on minors’ affairs and protection of their rights, alcohol-containing products, alcohol, teenager, interagency interaction, assistance | 350 | |||||
| 6587 | Sketches of Russian Life in the Caucasus was published in London in 1853, and soon after was proven to have plagiarised Mikhail Lermontov’s A Hero of Our Time. Though following the original almost to the letter, the novel is conceptually different, nor does it justify its presumably ethnographic title, being didactic in its core. Like the original, it centres around three marginal narrators. This article aims at defining their role within the new pragmatics of the text. The article examines the novel Sketches of Russian Life in the Caucasus, by a Russe, Many Years Resident among the Various Mountain Tribes, as well as A Hero of Our Time by Mikhail Lermontov, which it is based on. The methods used include the comparative, culture-historical, and hermeneutic ones. Following the wandering officer of the original, the nameless narrator of the novel’s first part remains the former, yet ceases to be the latter. As a result, not only does he retain his marginal status as a traveller, but also moves further away from the narrating officers. His outsider’s view of the characters, particularly Zadonskoi (Pechorin), thus, at first glance appears to be the most objective; in fact, however, it is subject to the European cultural context. Sorokin (Maxim Maximytch) largely retains the original features. However, his rejecting the local population is more evident, so is his religious vigour. Though he, the nameless narrator, and Zadonskoi are in some ways akin, the focus lies on their differences, mainly in age and worldview. As a result, Sorokin’s image is less marginal, with his role as a moral compass for both the protagonist and the reader emphasised. Finally, Zadonskoi himself remains a multi-marginal figure, yet unlike Pechorin has the potential for social integration. Though both Sorokin and the nameless narrator see him as strange and eccentric, in his own papers he unwittingly discovers a human in himself. The marginal status of the narrators, particularly the main character, obscures their national background allowing the focus of the narrative to shift towards universal problems, which are of paramount importance in the novel. Keywords: Sketches of Russian Life in the Caucasus, A Hero of Our Time, Lermontov, the system of narrators, marginal narrator | 348 | |||||
| 6588 | Introduction. The problem of developing skills in self-directed learning in teaching a foreign language in students of non-linguistic specialties is particularly relevant under conditions of distance or hybrid education. Aim and objectives. The aim of this article is to investigate the correlation of the concepts of “self-directed learning” and “independent work” in teaching a foreign language and to determine the role of the teacher in the organization of independent work of students. Materials and methods. In examining the problem the authors have chosen research methods as follows: 1) theoretical: analysis of psychological, pedagogical and methodological literature, analysis of normative documents defining the educational policy of the Russian Federation; 2) empirical: studying the experience of foreign language teaching at the university, monitoring of the academic process of foreign language at the university, surveying of students and teachers; 3) statistical methods. Results and discussion. The correlation of the concepts of “independent work” and “self-directed learning” is considered. A practical study is presented. The teacher role in organizing independent work and in the process of forming the ability of students for self-directed learning in teaching a foreign language is determined. The subjectness of student is considered. Conclusion. The teaching on the basis of self-directed learning optimizes the educational process at the university, both in the conditions of traditional and hybrid learning. It will increase the professional value and competitiveness of university graduates in the Russian and international labor market. Keywords: independent work, independence, self-directed learning activities, tasks of higher education teacher, foreign language at the university | 346 | |||||
| 6589 | Introduction. The research is carried out within the framework of the theory of functional grammar and is aimed at studying semantic features of concessive relations and specialized means of their expression in Russian. The formal and substantial variability of concessionary constructions is noted, and an assumption of stylistic heterogeneity of language units expressing the semantics of concession is suggested. Material and methods. In spite of the research of concessionality, including its representation as a constituent part of the conditionality field, the semantics of concession and its expressive means have not been previously examined from the aspect of functional and stylistic usage. The formal, semantic and stylistic variation of concessionary units, conditioned by communicative settings and linguistic features of scientific style, are studied. The texts of the nuclear genre of scientific discourse – 3708 scientific articles of different thematic orientation, published in ranked Russian journals – were used as the material. Results and discussion. Scientific works devoted to the linguistic expression of concessive relations in Russian demonstrate the complexity and heterogeneity of this type of semantics and different ways of its expression. The analysis of concessive constructions in scientific articles on philology, history, biology, engineering and information science and economics shows that complex sentences with the conjunctions despite/disregarding that, but, however, although, as well as simple sentences with the prepositions despite/disregarding, despite, regardless of, etc., can be considered as special means of expressing these meanings in scientific language. On the basis of the quantitative data obtained, the article presents the percentage ratio of concessionary units in scientific articles on different topics and reveals the productive means of expressing the concession for each topic. From the point of view of the concession field, the most typical particular meanings of the concession (concessive-predicative, concessive-restrictive and real-concessive) and the absence of other meanings realized in other styles of the Russian language (concessive-predicative, concessive-retributive and reinforced-concessive meanings) were revealed. Conclusion. As a result of the study the average indicator of concessionary relations in the articles on different topics of scientific style was established, the substantive, formal and stylistic variation of concessionary units was noted, the correlation between the thematic focus of the articles under consideration and certain means of expressing concession was revealed, which requires further study. Keywords: functional grammar, concessive relations, variation of linguistic means, scientific style, scientific article | 344 | |||||
| 6590 | Introduction. The results of the XII International Scientific Conference, dedicated to topical issues of the study of Russian speech culture and text, are considered in the general scientific context of modern Russian studies and methods of teaching speech culture in a university and school practice. The aim is to present a brief review of the reports made at the sections and Plenary sessions of the conference “Russian Speech Culture and Text” (Tomsk, May 20–21, 2022). Material and methods. Expert description, analysis and generalization. Results and discussion. Analysis of the content of the reports made it possible to reveal the main trends characteristic of modern speech science and text theory, which are relevant for the further development of modern Russian studies. The prospects for further study of speech culture and text for university and school students based on the achievements of linguistic pragmatics, cognitive linguistics, discourse theory, media linguistics, linguopersonology, text style, text-centric and axiological directions of modern methods of teaching the Russian language are outlined in the article. Conclusion. The conference identified key topics and issues that require further study, outlined plans to strengthen scientific ties that allow the exchange of experience and the implementation of existing scientific developments in practical scientific and educational activities. Keywords: Russian speech culture, text, language picture of the world, discourse, language personality, media communication, methods of teaching speech culture and text activity | 343 | |||||
| 6591 | The current level of development of electronic technologies requires a change in the educational process in higher education institutions and the optimization of students’ independent study time. The increase in the amount of information and the share of independent work of students, the educational process, in which the teacher is the only source, and the student is considered as a “passive” object of knowledge, lead to the search for new educational technologies and requires a transition to student-centered learning. According to the degree of use of e-learning in the educational process, online learning and blended learning are distinguished. Blended learning is a combination of online learning with face-to-face learning, the integration of traditional forms with electronic technologies. The aim of the article is to develop and implement a methodology for improving the effectiveness of practical classes in a blended learining environment of the higher education system. The study is being used to observe and analyze the process of teaching science, mastering theoretical and practical knowledge, tests and tasks through an online platform, non-traditional olympiads, interviews, questionnaires, statistical processing of test experiment data, graphical presentation of results, and other methods. The project (www.blededlearning.uz), included in the state register of the information exchange mechanism for the teaching staff of the university was created and implemented, proposals and recommendations were developed. Based on the analysis of theoretical and scientific-methodical literature, the components of a mixed education system in higher educational institutions are determined and are based on the theoretical and methodological aspect and the improvement of the stages of the introduction of mixed educational technologies in the organization of work practice in higher educational institutions. The technique to improve the efficiency of practical classes in a blended learining environment of universities has been developed. Scientific and methodological guidelines and recommendations have been developed in order to improve the quality of practical training in higher educational institutions by introducing a mixed learning model, providing the necessary pedagogical conditions in the educational process. Blended learning models are being improved, communication is being strengthened between professors and teachers of the Informatics department of higher educational institutions, the experience in the field of science is being exchanged, the level of students’ knowledge is being determined, online tests, didactic materials and methodological support are being provided. Keywords: blended learning model, traditional education model, independent learning, online learning, rotation station, flipped classroom | 343 | |||||
| 6592 | The theory of the semantic deployment of the text in opposition addresser – addressee is relevant in modern linguistics, anthropocentric in its ontological essence. In the 21st century many scientists are studying the problem of text perception by the reader from different angles, based on linguistic argumentative resources and with the help of related sciences: cognitive science, philosophy, sociology, psychology, etc. The goal is to show how the semantic deployment of the text of memories by readers occurs, based on the works of philosophers exploring the relationship between the concepts of cognition, consciousness, language, the achievements of cognitive linguistics and the communicative style of the text. The material are responses to the memory book by O.B. Sirotinina “Life despite everything, or I am a happy person”. The basis of the study were the analysis, comparison and generalization of scientific literature on the theory and history of the issue, the use of comparative, contextual, semantic-stylistic, and discourse analysis. The semantic and stylistic analysis of responses to the memories with the involvement of knowledge of the components of the addressee image made it possible to conclude that the authors of the responses reflected the general meaning (hyperconcept of the primary text) in their texts. The moral principles of humanism, courage, justice, tolerance, etc. reflected in the book of memoirs resonated with all of its readers. However, if for her fellow scientists Olga Borisovna is the unconditional bearer of these norms, for young people the emphasis has shifted towards the imperative modality: a book of memoirs for them is a motivator of life. The high level of speech production ability demonstrated in the responses, the formed cognitive base, the value orientations of scientists led to the conclusion that the older generation is free from restrictions in the ability to express the state of consciousness. They have communicative and life experience comparable with the author’s, they are not bound by the conventions of the social environment of communication. For young people, the level of awareness is not always available for analysis due to interference in speech production, this awareness reflects not yet rich life experience, etc. The text, according to philosophers, “is a certain duration of content, focused on a certain state of consciousness”. Other paradigms of “obtaining” knowledge can offer other interpretations of the states of consciousness, reflected in the primary text and perceived in the secondary one. Only the life-affirming moral principles of interpersonal relationships, which are mentioned in the memoirs book and which the authors of the responses comprehended, will remain unshakable. Only they, these norms, are a guarantee of the existence of life on Earth. Keywords: book of memoirs, responses making up the image of the addressee, points of semantic deployment of the text, hyperconcept | 342 | |||||
| 6593 | The article is devoted to the analysis of the functional features of military collocations in English multi-genre texts of military political discourse. The author substantiates the idea that the functions of military collocations are determined by the functions of military political discourse and the intension of the text. The research novelty of the paper is in defining the functions performed by military collocations in military political discourse. The aim is to define the semantics and functions of military collocations in english military political discourse. The main methods of the research are functional-semantic analysis, contextual interpretation and continuous sampling method. The material of the research was the military collocations extracted from the texts of the press conference, the opening speech and the short statement of the NATO Secretary General J. Stoltenberg published on the NATO website; collocation dictionaries and English descriptive dictionaries. The military collocations in the statements of NATO Secretary General perform manipulative and informative function. Military collocations are considered to be one of the means of representing the opposition «ours» – «others» in the military political discourse. Military collocations perform manipulative function within a particular micro- and macrocontext of the situation, and on the condition that one or both components of the collocation have a negative evaluation semantics. The manipulative effect of military collocations is in distortion of information and false informing of the addressee. Such an effect is aimed at creating circles of «theirs». Military collocations performing informative function are used to denote types of military equipment and weapons, the amount of financing in the development of defense industry of NATO member countries, the scale of military power possessed by European countries that are regarded by NATO as «ours». The informative function of collocations is based on the nominative value of the units forming the collocation. The analysis of the functions of military collocations by the syntagmatic way has been carried out for the first time. The results of the research can be of practical value in compiling dictionaries of military collocations, as well as systematization of collocations according to functional and thematic features. Keywords: military collocation, military political discourse, informative function, manipulative function, addresser’s intention | 339 | |||||
| 6594 | The article discusses the features of the communicative style of the text as a scientific direction of stylistic research, developed at Tomsk Pedagogical University under the guidance of Professor N. S. Bolotnova. Also, the features of the communicative stylistics of the text, its connection with related scientific disciplines are noted here, the directions of communicative stylistics are highlighted, its connection with cognitive-discursive studies is emphasized. Keywords: communicative style of text, theory of semantic development of text, theory of text associations, theory of regulativeness, N. S. Bolotnova | 336 | |||||
| 6595 | 335 | ||||||
| 6596 | The relevance of the study is due to the need to study the creative heritage of N. Erdman, a world-famous playwright, in full. The article examines for the first time the unpublished text of the “representation in one act” “Telemachus”, created with the participation of N. Erdman. The purpose of this work is to identify the features of the organization of the action of the play, the expressive possibilities of the comic, actualizing the problems of Soviet society at the turn of the 1920s-30s. The text of the play “Telemachus” by V. Mass and N. Erdman as a research material was studied based on the works of V. Ya. Propp, V. M. Zhirmunsky. General scientific methods of analysis, synthesis, generalization were used, as well as such specifically literary criticism methods as typological, phenomenological, historical-functional methods and the method of descriptive poetics. The analysis of the play “Telemachus” in the context of the review of “The Odyssey” by the same authors reveals the authors’ travesty development of not only a fragment of Homer’s story, as indicated by the title, but also the story of the choice of the groom in the version of Gogol’s “Marriage” as well-known cultural models. The characters of V. Massa and N. Erdman with ancient names in Telemachus speak in hexameter, the sharper and more obvious in the actions of the protagonist, in the speech formulation of his requirements, in the means of achieving the goal, the manifestation of domestic socio-political reality at the turn of the 1920s and 30s. The travesty of fragments of the Homeric poem makes it possible to actualize the processes taking place both in the individual consciousness and in modern society. The dramatic action of the play of 1930 reveals the unrestrained desire of the main character to command, to subjugate others to direct events in a direction favorable to himself. As a result, the private is transformed into the state, the personal into the ideological, the foundations for creating a family and the normal existence of people are being destroyed. An analysis of the behavior of the characters and events of the play “Telemachus” reveals the logic of the changing and accepted by others demands of the main character to the mother and her suitors as a process of unstoppable assertion of an authoritarian ruler. Consistent development, transformation-travesty of a well-known plot - fragments of the Homeric poem in “The Odyssey”, “Telemachus” and other works by V. Mass and N. Erdman of the late 1920s – early 1930s. allows us to see these authors among the first creators of the epic drama of a conventionally metaphorical direction. Keywords: N. Erdman, V. Mass, “Telemachus”, N. Gogol, “Marriage”, Homer, “The Odyssey”, action, travestying, famous plot, conventionality, comicality, epic, non-classical drama | 331 | |||||
| 6597 | The present article is devoted to the linguistic aspect of constructive solving of consciousness problems both in the individual independent activity, and in the process of group education. The author operates with the philosophic categories of non-linearity in the system of speech, dissipation of consciousness and its “pluses” and “minuses”, from the psychological point of view. Relatively new philosophic notions of graduality and ingraduality of mind as the speech trends are analyzed. The author dwells upon the problem of virtual reality (VR). The aim of the article is to picture the obvious benefits of constructive approach to solving the problems of mind in the framework of conjoint philosophic categories of virtuality, graduality and ingraduality, non-linearity and dissipation. We use the constructive approach, based on positive thinking in solving the mind problems, particularly, in making up the speech and in memorizing. The applied method is that of psychological associations, while memorizing foreign words, with the active context submerging on the example of A. Burgess’s book “A Clockwork Orange” in English. The associations fall into the content ones and purely linguistic examples, with free associations for everybody. The key to the used methods is the mediation of practice. The author of the article comes to the conclusion that only constant efforts in memorizing and creative modification of the necessary information, the worked out skill to cope with the mind problems constructively in practice are effective both in the process of education and in everyday life. The diversity of memorizing methods through practice, the projecting of the studied material onto everyday life as a hint to action are really working approaches. The search for links of the word under investigation with reality, the necessary activity foster the motivation of memory work in the foreign language (I added 24 words out of the necessary 13). The practical value of the present paper is determined by the necessity of everyday mind efforts in solving the problems of education and the household and is substantiated by the 20-year pedagogical experience of the author, practicing mnemotechnology in the framework of philosophic notions in the modern science. Keywords: dissipation of mind, virtual reality, non-linearity of speech, gradual and ingradual mind | 327 | |||||
| 6598 | Various communication strategies and tactics are implemented in modern political media to conduct information warfare. Moreover, they are used to govern the public opinion. A discrediting strategy and its tactics is one of the most frequently used strategy in political media. The article focuses on two direct tactics implementing a discrediting strategy: the tactics of negative forecasting, the tactics of deceived expectations. The purpose of the article is to investigate the means of performing the tactics of negative forecasting and the tactics of deceived expectations, which discredit the D. Biden administration directly. The corpus drawn upon is 229 scripts of “Tucker Carlson Tonight”, 743 pages in total. The empirical material of the study is 554 contexts, where both the tactics are performed. To analyze the material, we used a descriptive and comparative method along with contextual analysis techniques, as well as definition, semantic, lexical-stylistic and quantitative analysis. Most of the empirical data comprises contexts that implement the tactics of negative forecasting. In addition, there are some cases when both the tactics perform simultaneously. A set of linguistic means is used to implement the tactics of negative forecasting and of deceived expectations. These means include morphological, syntactic, lexical, and stylistic ones. To perform the tactics of negative forecasting and deceived expectations, the common language tools are: modal verbs can (could), may (might), will (would), the zero conditional and the first conditional, idioms, metaphors and epithets. The Future simple is used to perform the tactics of negative forecasting, whereas the tactics of deceived expectations is implemented by the Past simple. The peculiar stylistic means for the tactics of negative forecasting are euphemism, dysphemism, litote, extenuation. Stylistic contrast is common for the tactics of deceived expectations. The Biden administration is discredited by the tactics of negative forecasting more often than by the tactics of deceived expectations. The discrediting effect is maximized when these tactics are used simultaneously. Keywords: English language, discrediting strategy, direct tactics, tactics of negative forecasting, tactics of deceived expectations, linguistic means, talk show | 327 | |||||
| 6599 | Introduction. The Scientific Union of Cybernetics and the History of Pedagogics makes it possible to develop an information model within which data collection and processing methods can be improved. In the context of the study of didactic terminology, the practical application of the information model is expressed through the organization of work with a frequency dictionary (information array) formed based on an analysis of historical and pedagogical sources. The aim is to organize work with an information array in order to conduct a quantitative and qualitative analysis of the terms of the nuclear zone of the conceptual and terminological field of domestic didactic terminology of the 20–30s. XX century. Material and Methods. The analysis of historical and pedagogical sources was carried out on the basis of an integrated approach, in which the field approach occupied a key place. This approach involves considering the structure of terminology as a set of conceptual and terminological fields. The information array of the study was formed on the basis of a contextual analysis of normative legal acts and texts of leading reformer teachers of the 20s and 30s. 20th century (P. P. Blonsky, A. G. Kalashnikov, N. K. Krupskaya. A. P. Pinkevich, S. T. Shatsky). The systematization and processing of the data of the information array is organized on the basis of the use of content analysis and statistical and mathematical research methods. Results and discussion. A corpus of texts has been formed, consisting of 177 historical and pedagogical sources. An information array has been collected, including 1181 lexical units. The systematization of data is organized on the basis of the belonging of the text to a group of sources, taking into account the authorship and the period of publication (1917–1928) or (1929–1937). At the stage of statistical data processing for working with the 1C: Enterprise platform, an auxiliary script was developed that determines the types of lexical units in accordance with a given algorithm. The characterization of the nuclear zone of the conceptual and terminological field of didactics was made through a structural and meaningful analysis of the terms “education”, “training”, “polytechnism”, “labor” and “school”. Conclusion. The use of software, methods of statistical and mathematical data processing in the historical and pedagogical research implies a more productive analysis of information. The information array (frequency dictionary) formed within the framework of this study; the possibilities of digital processing allow organizing new areas of scientific work with historical and pedagogical sources. Keywords: information model, information array, field approach, conceptual and terminological field, nuclear zone terms, didactic terminology | 326 | |||||
| 6600 | Functional literacy formation is a new educational result of Primary education, fixed in the federal state educational standard (new edition). Functional literacy is based on subject and meta-subject results. Basis for achieving subject and meta-subject results is shaped in 1–4 grades. Therefore, the relationship between a functional literacy formation process and a subject and a meta-subject results achievement is a relevant problem. Research group of the Perm State Humanitarian Pedagogical University identified meta–subject co-ordination and interdisciplinary integration as conceptual foundations for the functional literacy formation at a primary school. Extracurricular activities provide time resources for meta-subject coordination and inter-subject integration. Functional literacy formation at the primary school can be considered a result of students’ proximal development zone since functional literacy has traditionally been studied as an educational result of adults and youth. Consequently, primary school students’ functional literacy formation is possible if it is based on an individualized teacher and students’ interaction in actual and proximal development zones. The individualized interaction acquires significance in inclusive classes for mental retardation children and children without developmental disorders. The fact that the same action methods correspond to students without developmental disorders actual development zone and mental retardation students’ proximal development zone specifies this kind of training. The purpose of the research is to work out theoretical grounds, to develop an extracurricular activities program, to study materials for the course, and to conduct an experimental verification based on the studied difficulties in mastering the primary general education program by mental retardation children and children without developmental disorders. The research contributes to the relationship development between general and inclusive education. The research specifies an individualized interaction technology between a teacher and students in the areas of actual and proximal development. The effectiveness of this technology has been proven. The practical significance of the research lies in the fact that the developed course and a set of study materials for it can be used in other educational organizations that implement primary general education programs. Keywords: functional literacy, meta-subject results, interdisciplinary integration, primary school student, individualization, mental retardation children, children without developmental disorders, extracurricular activities | 320 | |||||