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| 6651 | Currently, the processes of globalization affect educational systems all over the world. Teaching of international students in Russian higher education institutions ensures establishing and strengthening of international bonds, contributes to the growth of the status value of Russian education, and also acts as a factor in improving the quality and effectiveness of higher education in our country. Thus, the organization of an effective and high-quality learning process for international students is a priority task of Russian higher educational institutions in all regions of the Russian Federation. The process of teaching international students at all stages should be organized taking into account their national-psychological, cultural, ethno-social characteristics. In addition, individual national-psychological and ethno-social characteristics can influence the speed and quality of the adaptation processes of international students to the new socio-cultural and academic environment of Russian higher educational institutions. It should be noted that in its turn, the educational space of Russian higher educational institutions is an environment that influences significantly the adaptation processes of international students from far-abroad countries, which is directly related to the academic success of international students. Therefore, a properly organized educational space of Russian higher educational institutions, taking into account the national psychological, cultural, ethno-social characteristics of international students, is an important pedagogical condition for their high-quality and effective professional training. Therefore, consideration of this issue is relevant and timely, which will allow to develop further the necessary recommendations for the teaching staff of Russian higher educational institutions on the organization of the educational process for international students from far-abroad countries. The purpose of the article is to summarize and describe specific national, psychological, cultural, ethno-social characteristics of international students from far-abroad countries (Asia-Pacific region, Southeastern Asia, Africa, Latin America, Arab countries of the Middle East). Academic novelty: the article combines the main national, psychological, cultural, ethno-social characteristics of international students from far-abroad countries (Asia-Pacific region, Southeastern Asia, Africa, Latin America, Arab countries of the Middle East). Keywords: national-cultural characteristics, national-psychological characteristics, socio-psychological profile, individual personal attributes, international students, higher education, speech communication, national communicative behavior, ethno-sociocultural features, academic adaptation | 238 | |||||
| 6652 | The comparative study of closely related literatures seems to be a relevant direction in modern humanities. This perspective of the study allows us to identify the creative uniqueness of the work, the national basis and methods of literary reception through the disclosure of literary and sociocultural connections, and forms the openness of consciousness to the perception of foreign cultural codes and meanings. The creative individuality of Viktor Kozko was formed in the Belarusian literary process of the last third of the twentieth century, when there was an increase in the existential orientation of prose. Mythopoeticism is characterized by its rootedness in the universal humanistic constants of national specificity. The main stylistic changes occur at the junction of the artistic systems of realism – modernism, realism – postmodernism. The emergence of diffuse phenomena is due to both the individual author’s creative experiment and the general stylistic trends of the era. Modernist intentions in Belarusian literature have a pronounced folklore and mythological basis, which determined the predominance of authentic elements, helped to verbalize unconscious categories, making them the subject of author and reader reflection. Mariam Petrosyan worked on the novel “The Gray House” for almost two decades (1991–2009). The literary process at the turn of the 20th–21st centuries, on the one hand, demonstrates the completion of a certain sociocultural stage, on the other, it indicates the beginning of a new historical and cultural cycle. It is no coincidence that the allegorical nature of the novel satisfies the aesthetic and cognitive needs of the time – to create a metonymic image of modern society. Both prose writers actively use various types of secondary artistic conventions. Depending on the dominant type of convention and the dominant artistic technique, the following ways of enriching realistic aesthetics with means of non-classical artistry can be distinguished: actualization of surreal aesthetics; synthesis of realistic and fantastic; appeal to folklore and mythological motifs, mythological ways of understanding the world. The methods of mythological quotation used in the novels by Mariam Petrosyan “The Gray House” and Viktor Kozko’s “Chronicle of an orphanage garden” when embodying the images of teachers and students, topoi of the house and garden, neomythological methods of modeling reality allowed the writers to create a unique spatiotemporal organization of works, explicate national cultural codes. Keywords: Russian literature, Belarusian literature, realism, modernism, comparative typological analysis, mythological quotation | 238 | |||||
| 6653 | In the existential aspect, the modern world is characterized as BANI-world (Brittle, Anxious, Nonlinear, Incomprehensible).The reasons for this characterization are the factors of rapid obsolescence of specific knowledge, the accelerated change in the technological structure of society, the risks of environmental, energy and epidemic crises, the emergence of artificial intelligence and trainable neural networks, the large consequences of small (at first glance) events in science and public life. In such circumstances, there is a tendency to move from pragmatic pedagogy to analytical pedagogy, which contributes to the formation of conceptual pedagogical thinking. It differs from the standard-performing one in that it is aimed at a deep understanding of the meaning and essence of the fundamental principles of planning and implementing the ideas of scientific research. This path requires the development of the methodological apparatus of general pedagogy and its application in dissertation research. The purpose of the study was to substantiate the system-contextual approach in the study of pedagogical processes and educational technologies in the changing world. The source materials for the review of literature in pedagogical periodicals and in open access to the Internet were the abstracts of dissertation research along with publications in the field of the theory of pedagogical systems, forms of contextual education, environmental and other approaches in pedagogy, the theory of systems and research methods. The paper uses methods of comparative comparison of the content of publications and frequency analysis of the use of terms in them using the online open access service “Semantic text analysis online, seo-analysis of text”. A model of the pedagogical system, the dominant of which is the control unit, is proposed, which allows us to consider the system as educational. The system-contextual approach, conceptually integrating the theoretical model of the pedagogical system, the forms of contextual learning and the environmental approach in pedagogy, has been substantiated. It is concluded that a full-fledged analysis in pedagogical research requires the use of a system-contextual approach in complementary consideration of pedagogical processes of various scales and levels in inseparable connection with the context in which the processes are implemented. Keywords: pedagogical system, contextual learning, environmental approach, pedagogical design, educational system context, open pedagogy | 235 | |||||
| 6654 | Perceptive vocabulary holds a special place in autobiographical text, as it is through this that the author conveys their memories and impressions of the events described. The lexicon of auditory perception in autobiographical works allows for an expanded understanding of the specifics of perceptive lexical representations in literary works. The lexicon of auditory perception is examined through the proposition of perception, the basis of which consists of predicates expressed by verbs. The purpose of the article is to analyze the semantics and functioning of auditory perception vocabulary in autobiographical text. The material is presented in the form of 189 statements from Irina Odoevtseva’s work “On the Banks of the Neva,” containing verbal lexemes with the semantics of auditory perception. The primary method used is the scientific description method, implemented through techniques of contextual analysis, as well as observation, comparison, analysis, synthesis, and generalization. It has been determined that verbs of auditory perception perform various roles in the semantic organization of statements. Verbs with the semantics of active and passive auditory perception of both subjective and objective orientation have been examined. The conclusion is made that in the work “On the Banks of the Neva,” there are more verbs of active perception than passive. This is related to the specifics of the work – in this way, the author conveys their eagerness to hear and perceive as much audible information as possible (listening to poems, reports, lectures, and discussions), to transmit the atmosphere of that time period, of which they were a witness. I. V. Odoevtseva indirectly reveals the character, worldview, inner state of the characters, and the nuances of human relationships through statements with the meaning of auditory perception. Perception, as part of memory, conveys what the author and other characters of the work saw and heard in the past. Moreover, the lexicon of auditory perception deepens the understanding of the work and takes the reader back to the time remembered by the author, immersing them in the autobiographical discourse. As a result of the analysis, it has been determined that verbs with the semantics of auditory perception perform the function of recreating memories in autobiographical text. Keywords: autobiography, verbs of auditory perception, semantic model, active and passive perception | 230 | |||||
| 6655 | The relevance of the formation of the value attitude of adolescents to health is associated with the need of society for healthy, health-oriented students. Despite the considerable potential accumulated in domestic and foreign pedagogy in the field of theory and practice of introducing adolescents to health, an integral system of forming the value attitude of adolescents to health in the conditions of the educational process of the school needs to be created. As the analysis of scientific literature shows, at the moment there are no works that reveal the essence and content of the formation of the value attitude of adolescents to health based on the theory and technology of pedagogical stimulation in the conditions of the educational process of the school. Thus, there was a contradiction between the need to form a value attitude of adolescents to health and the lack of development of technology to solve this problem by means of pedagogical stimulation in pedagogical theory and practice. The purpose of the article is to reveal the technology of forming the value attitude of adolescents to health by means of pedagogical stimulation. Materials and methods of research. The theoretical basis of the study was the concept of pedagogical stimulation. The research methods used are the analysis of pedagogical theory and practice on the problem under study; observation of the activities and interaction of students and teachers in the process of pedagogical stimulation of adolescents, pedagogical experiment, questionnaires, methods of statistical data processing. The typology of adolescents in relation to health is substantiated: “inert”, “utilitarian realists”, “health-oriented”, “skeptics” and unacceptable, critical, permissible, optimal levels of formation of a value attitude to health; complexes of stimuli are defined, including leading and auxiliary stimuli in relation to representatives of typological groups of students; methodological instrumentation of the implementation of incentive complexes of adolescents’ value attitude to health. The article reveals the stages of implementation of the technology of forming the value attitude of adolescents to health by means of pedagogical stimulation; the results of the technology application are presented. In conclusion, it is concluded that the incentive of personal importance of health should be leading in the sum of other moral motivators. Keywords: value attitude, adolescents, health, technology, means of pedagogical stimulation, the educational process of the school | 230 | |||||
| 6656 | At the turn of the XVIII–XIX centuries, history, which was traditionally considered as part of literature, art, acquires the status of science. At this time, its branches such as philosophy of history, source studies, etc. are intensively developing, a scientific methodology for studying and describing the past is being formed. Gogol’s understanding of history approaches at least two concepts established in the historical science of the first third of the XIX century: biblical historicism and universal history. The initial idea for both is the postulate about the action of Divine providence in the earthly existence of an individual and all mankind. In Gogol’s picture of the world, the idea of Fishing was established quite early and was reflected in historical journalism, letters and works of art. The Christian concept of Divine providence is also read in the artistic system of the story “Taras Bulba”, defining its chronotopic and motivic organization, the system of characters. To determine the features of Gogol’s historiosophical concept and the author’s strategies of its artistic embodiment in the story “Taras Bulba”. The research material was Gogol’s artistic and journalistic works, as well as his epistolary. The material is analyzed in religious-philosophical and historical-literary aspects. According to the results of the study, a conclusion is made about the specifics of Gogol’s historiosophical views, including the artistic historiosophy embodied in “Taras Bulba”. In the poetics of “Taras Bulba”, the idea of Divine providence can be traced not only at the conceptual level, but also in the motivic complex and chronotopic organization. The motivic complex of “Taras Bulba” includes the following semantic links: the will of God and the free will of man, the situation of choice, the search for one’s place/destiny, the fulfillment of one’s duty as a manifestation of free obedience to God, etc. The chronotope of the story is characterized by a combination of different time plans, which allows the author to show history as an integral system, pointing out the causes of events and their consequences, as well as to present the historical process and the earthly existence of man in the vector of Divine Providence. Depicting the past of Russia, Gogol focuses on the fact that the “stone fabric” of great history is woven from the “threads of biographical” private stories, that the historical process is the result of a dialogue between the free will of man and Divine providence. “Taras Bulba” is characterized by a multifaceted and mobile optics of the image, which focuses on both epochal events of national history and personal stories of individual characters, including details of the description of their inner world. Keywords: N. V. Gogol, “Taras Bulba”, historiosophy, Divine providence, biblical historicism, universal history, the motive of freedom of choice, the motive of the search for one’s own destiny | 228 | |||||
| 6657 | Fear as one of the key basic concepts of culture has repeatedly become the object of researches by Russian and foreign scientists. A.P. Chekhov, throughout his work, repeatedly addressed the problem of human fears. Let us also pay attention to the fact that in the works of A. P. Chekhov there are more than one work with the word “fear” in the title: these are the stories ‘A Thousand and One Passions, A Scary Night’ (1880), ‘A Terrible Night’ (1884), ‘Panic Fears’ (1886), and ‘Terror’ (1892). As we can see, the writer repeatedly came back to the problem of fear and how fear affects people throughout his whole life. In these stories, “fear” is the basis of the entire narrative, this feeling, starting with the title, is embodied at the compositional and metaphorical levels of the text. At the same time, other works were created during this period, in which the feeling of fear and danger is the basis of the entire narrative, for example, ‘On the High Road’ (1884), ‘Night in the Cemetery (Christmas Story)’ (1886). Finally, the story ‘Terror’ (1892) becomes the culmination of Chekhov’s fear of life. The aim is to identify and describe the typology of the author’s position in relation to the theme of fear in the work of A. P. Chekhov in the 1880s and early 1890s. The main material is Chekhov’s works of the early period of creativity in 1880–1887, dedicated to the theme of fear, as well as the story ‘Fear’ (1892) and the writer’s epistolary. The method of comparative analysis, systemic and narratological approaches to works of art and methodological scientific problems of positional style are used. A comparative analysis of Chekhov’s works ‘A Thousand and One Passions, A Scary Night’ (1880), ‘A Terrible Night’ (1884), ‘On the High Road’ (1884), ‘Night in the Cemetery (Christmas Story)’ (1886), ‘Panic Fears’ (1886), and ‘Terror’ (1892) made it possible to identify a common “resonant” space in the writer’s heritage, dedicated to the theme of fear, which allows us to raise the question of a single author’s position in relation to this topic in line with the scientific problems of Chekhov’s positional style. The early stories ‘A Thousand and One Passions, A Scary Night and ‘A Terrible Night’ are determined by a humorous approach to the “terrible”, but already in 1884, in the small-form drama ‘On the High Road’, fear receives a dramatic embodiment. Important in the development of the theme of fear in 1886 is on the one hand, in the story ‘Night in the Cemetery’ Chekhov returns to the humorous depiction of fear, on the other hand, in the story ‘Panic Fears’ this theme acquires existential meanings, which in the story of 1892 ‘Terror’ grow to the notion that existential fear in human life is total. The methodological approach in terms of Chekhov’s positional style made it possible to identify in his works of the 1880s and early 1890s the typology of the author’s position in relation to human fear. The works united by this problem have similar artistic features: this is the motif of the night, bad weather, internal focalization, due to the fact that the narration is organized in the first person. But in general, in these works, a typology of depicting a feeling of fear is revealed: the author’s position in relation to this topic is determined by humorous, dramatic and existential approaches. Keywords: A. P. Chekhov, fear, author’s position, focalization | 228 | |||||
| 6658 | When highlighting the concept of “personal activity” as an indicator of professional mobility, which is interpreted as readiness and adaptability to work under changing conditions based on the development of new forms and types of actions, the article describes a conventionally reflexive system of teaching methods of a modern teacher, which guarantees the formation of a teacher’s skills independently compose and evaluate teaching methods in a changing digital educational environment. The features of the proposed system of teaching methods are highlighted using a paradigm approach, taking into account the study of the status of the “teaching method” as a learning goal in the “Modern” educational paradigm. This status of the method in the context of teacher training allows us to indicate two classes of methods: methods of teaching and methods of organizing educational and cognitive activity. The essence of the specification of the methods of each class in the system of teacher training is determined by the property of autologicality (that is, the need to describe oneself). For the considered property, four main signs (characteristics) of manifestation have been established: the presence of an autological goal, fixing cause-and-effect relationships for using the method in a specific methodological system, studying cause-and-effect relationships for using the method when transforming the model of a specific methodological system, formulating a value judgment about the appropriateness of applying method in a certain methodological system or pedagogical situation. Endowing the property of autologicality with the selected characteristics of the content and procedural essence determines the link between knowledge and methods of activity, which is key for professional pedagogical education, allowing to activate professional (functional) literacy, qualitative characteristics of the personality, as well as the positive psychophysical mood of students. These competency components are included in the profile of “ability to understand and act”, considered as the basis of professional mobility. Achieving the didactic completeness of the presented conventional-reflexive system of teaching methods is determined by the formation of the teacher’s ability to independently compose teaching methods and methods for organizing educational and cognitive activities in a digital educational environment. As a means of forming this skill, a “learning-cognitive expert system” is proposed, which contains software support – a generator for disaggregating teaching methods and an expert block filled with methods of conventional role-playing reflection. Within the framework of using the proposed system, the formation of a selected skill can be carried out in three stages. In the paradigm terminology, the “educational-cognitive expert system” is, in fact, an element of the “value setting” of a particular “Modern” paradigm. The metaphysical part of this paradigm is given by the digital educational environment. Keywords: paradigm approach, disciplinary matrix, conventionally reflexive system of teaching methods, autological teaching method, professional mobility, ability to understand and act, educational and cognitive expert system, digital educational environment | 225 | |||||
| 6659 | Brazilian playwright Nelson Rodrigues is the author of a very peculiar dramatic work, whose main characteristics are related to a poetics of the excess and a modernization of tragedy. There are two trends in his works: one that is closer to universal and mythical aspects of life, and another one that is closer to the historical and daily aspects. His own life was full of tragic events which made him feel that tragedy is a dimension that intrinsically belongs to humanity’s trajectory in this world. So the tragic sense of life was part of his world view and his philosophical conceptions. It was then natural that this tragic world view would be present in his literary creation at the several genres he explored, especially in his dramatic works. But his tragic approach is always mixed with melodramatic events and an excess of feelings, actions, and the grotesque, so that it frequently becomes comic at the same time. Nelson Rodrigues was influenced by both the high fine literature of the Western tradition and the subliterature of the beginning of the 20th century, and his mixture of them together makes up an original and very interesting creation. This paper fundamentally approaches the tragic as belonging to the playwright’s life — as well as his world vision — and also belonging to the works of Rodrigues by analyzing events in his, his readings, the opera and cinema techniques he was familiar with in order to reflect about their influences on his work, as well as to discuss formal aspects and subjects that make it possible to consider his dramatic works as belonging to the tradition of tragedy at the same time that he subvert and recreates the tragic standards in his own fashion. Keywords: Nelson Rodrigues, tragedy, tragic | 222 | |||||
| 6660 | One of the priority strategic tasks of the Russian state is to strengthen the country's sovereignty in order to achieve leadership and ensure human mental security. As a result, the key line of development of the higher education system is the renewal of existing master's degree training practices, including for the manifestation and development of human leadership potential. The analysis of the scientific literature in this area of research revealed the problem of insufficient knowledge of the issues of developing the leadership potential of future managerial personnel through the implementation of master's degree programs at a pedagogical university. The purpose of this work is to rethink the essence and possibilities of developing leadership potential in the process of professional training of future managerial personnel in the master's degree program of the Pedagogical University. The following methods are used in the study: phenomenological description, included observation, survey (questionnaire, interview). Based on the analysis, systematization and generalization of the results of scientific research on the topic of the work, the interpretation of the concept of “leadership potential” is clarified in accordance with modern ideas in the field of pedagogical knowledge. It is based on the acmeological principles of human-centricity, open cooperation, interconnection and continuous self-improvement. The basic skills of the leader of an educational organization that are relevant for executives are shown. The main factors preventing the manifestation and development of the leadership potential of the head are given, namely: the lack of minimum uniform indicators for the quality of the head's work, the reluctance of managers to leave the comfort zone, misunderstanding of the purpose, mission in the profession, cultural code, lack of awareness of their identity. The key indicators demonstrating the development of the leadership potential of a modern head of an educational organization, which are taken into account when mastering academic disciplines at a university, are substantiated: high motivational potential of work, willingness to take responsibility for oneself, perform tasks inaccessible to others, a high level of independence of activity, etc. At the same time, the ways of updating the master's degree programs for future management personnel for the development of their leadership potential are proposed, based on the experience of Tomsk State Pedagogical University. Keywords: human potential development, leadership, training of future managers, master's degree programs at pedagogical universities | 222 | |||||
| 6661 | Teaching mathematical activity is almost completely reduced to learning how to manage information processing. The author identifies three levels of mathematical information processing: the level of typical algorithms (for example, calculating the value of an arithmetic operation), the level of typical strategies (for example, solving equations) and the level of methodology (for example, the choice of a mathematical language for solving a task). Work at the level of typical algorithms and the simplest strategies of activity can be carried out without a deep understanding of the phenomena involved. But work at the level of strategies, and even more so, at the level of methodology, already requires understanding. We propose to interpret the term “understanding” as a system of associations with a mathematical phenomenon, i.e., concept, theorem, strategy, decision, etc. With a formal-constructive interpretation of the model, the considered interpretation of understanding includes the “creation of meanings” and other components of understanding. To control the completeness of the system of associations, it is proposed to apply the classification of associations with a phenomenon: 1) as an object or product of modeling activity (prototype, image and an interface, i.e. a system of information exchange between a prototype and an image); 2) as with a tool or operations; 3) as the management system and its components (with the motive of activity, with typical goals, with typical strategies and, in particular, algorithms, with systems for evaluating the adequacy of the model). The conditions for the success of the formation of priority associations among students are indicated: 1) adjustment of educational and methodological support; 2) adjustment of control and measuring materials; 3) purposeful formation of basic associations and, in particular, learning to translate information into different mathematical languages; 4) multi-aspect positioning of the studied phenomena relative to the information already learned by the student. Keywords: understanding, model, mathematical phenomenon, association with a mathematical phenomenon, classification of associations | 221 | |||||
| 6662 | The article is devoted to the study of the cognitive foundations of the Chinese phytonymic vocabulary metaphorical meanings formation. This layer of lexical units, fixing the most important areas of non-linguistic reality for native speakers, has a high degree of relevance for the Chinese national linguistic consciousness, which provides wide opportunities for its metaphorical reinterpretation. Secondary figurative nominations arising as a result of this process play an important role in the conceptualization of the world, acting as one of the main means of implementing the phytomorphic code of culture. The purpose of this work is a linguocognitive description of the Chinese figurative vocabulary, motivated by the names of objects and phenomena of the plant world, and the identification of a fragment of the Chinese language picture of the world, which is imprinted in it. The research material was the data of explanatory and phraseological dictionaries, as well as the contexts of the use of phytomorphic nominations extracted from the national corpus of the Chinese language. The study of the factual material was carried out using the method of component and contextual analysis, elements of linguocognitive modeling, as well as the method of linguocultural commentary. As a result of the analysis, the denotations of the Chinese phytonymic figurative nominations were determined, as well as the system of bases for metaphorical assimilation and schemes of prototypical metaphorical transfers from the source sphere of “Plants” involved in the conceptualization of other conceptual areas were revealed. The study showed that the names of plant objects are used for metaphorical interpretation of phenomena in such spheres of reality as “Man”, “Natural World”, “Abstract world” and “Society”. At the same time, the majority of plant metaphors (68.7%) in Chinese belong to the anthroposphere, among which prevail the nominations of the characteristics of appearance and moral qualities of a person. The formation of figurative meanings of phytonymic units included in the above-mentioned conceptual spheres is carried out according to certain metaphorical models characterized by a common basis of figurative analogy. It was also determined that various properties of objects of the plant world (such as shape, size, color, features of structure and consistency, stage of development, taste, general assessment of appearance, reaction to environmental factors, prevalence, nutritional and aesthetic value) can act as such common bases of figurative analogy. Their identification and consistent description made it possible to reconstruct to a certain extent the corresponding fragment of the Chinese language picture of the world. Keywords: plant metaphor, metaphorical model, phytonymic vocabulary, phytomorphism, linguistic picture of the world | 221 | |||||
| 6663 | Introduction. The growing popularity of online learning has led to the emergence of many online learning platforms and courses, which makes it difficult for students to choose them. Thanks to the promotional videos, the potential listener can quickly understand the benefits of a particular course among the many available options. There are differences between promotional videos on different online education platforms. These differences relate to the ways of presenting promotional and informational material. In this study, we set a goal of identifying the optimal linguistic techniques in the advertising support of the linguistic educational resources. During the study, a comparative analysis of Promotional videos on two platforms “Education in Russian” and “Stepik” was carried out. The factors that determine the differences in the Promotional videos are revealed. Firstly, both platforms have different requirements for authors. Secondly, platforms are distinguished by their format (pictures, presentations, and visual series). Differences in the format determine the stylistic difference between the texts presented in the videos. The authors use their speech elements of different language styles: book-written and colloquial. This is especially evident at the lexical level. Promotional videos on two platforms “Education in Russian” and “Stepik” act as a “navigator” in the course, making it easier for the listener to choose one or another suitable course. Keywords: promotional video, platform, text, structure, style | 219 | |||||
| 6664 | The textbook is studied as a special form of communication between participants in the educational process, within which it is important to model the images of the teacher and the student, which is realized in texts using specific discursive means. The purpose of the article is to reveal the content of the images of participants in the educational discourse presented in textbooks on a foreign language and implemented in statements that appeal to students; determine the discursive means of their formation. The study was conducted on the material of the texts of 10 textbooks of English and Russian languages studied as foreign languages. Research methods are determined by the specifics of the educational discourse and the textbook as a complex genre included in its structure. For methodological substantiation, the concept of discursive strategy is important – as a way to implement an image, which, in turn, is comprehended as a variant of implementing a discursive role that clarifies the manifestation of a social position in a situational-personal aspect. The image of a discourse participant is a set of its features, manifested in a special discursive orientation, not going beyond the typical, given by the discourse and aimed at achieving a discursive goal. The study showed that the specific situational genre goals of a foreign language textbook, set in accordance with the type of regulated educational activity, determine the formation of three types of images of participants in the educational discourse: 1) the author prescribes the performance of the corresponding task; the student is their executor; 2) the author is the organizer, “producer” of a communicative situation of a certain type; the student is a participant in this situation, its “actor”; 3) the author is a leading participant in a communicative situation of a certain type; the student is an equal participant in this situation. Their third type differs from the previous ones in its low orientation. Within the framework of the strategic implementation of the goals under consideration, the individual-personal ideas of the compiler of the textbook about the form of interaction between the participants in the educational process determine the choice of speech means, which sets a further variation in the image of the author and the image of the student. Further variation of the images is carried out on the basis of the individual-personal intentions of the compiler of the textbook and manifests itself in aspects of their individualization. Keywords: educational discourse, foreign language textbook, role structure of discourse, image of a discourse participant, discursive strategy | 219 | |||||
| 6665 | The concept of discursive practice as a method of socially oriented speech activity is effective for describing the processes of creation and results (speech works, texts) of an individual linguistic personality who carries out his professional activities in communications of various types, genres, targeted orientation, etc. Certain texts of such a personality can be considered a kind of discursive practice (on the basis of social orientation, implementation of a set of speech genres, manifestations of the subjective principle, expressiveness/non-expression of address focus, thematic and semantic organization, cognitive dominant, etc.). The purpose of the article is to identify discursive parameters related to the thematic, cognitive, communicative embodiment of the linguistic personality of the author (philologist), methods of transmitting information, organizing communication with the addressee in artistic and journalistic speech activity of an autobiographical orientation. Analysis of the text of the memoir type “Autobiography” (written by Doctor of Pedagogical Sciences, Krasnoyarsk philologist V. Ya. Bulokhov) revealed ways of realizing the author’s linguistic personality at the structural, thematic, communicative cognitive levels of the organization of artistic and journalistic discourse, as well as features of discursive practice through the use of social regulations and personal type. Regulators draw the addressee’s attention to the connection of the reported information with the social context of a “broad” or “narrow” type, the interaction of chronotopes “there and then”, “here and now”, “while the prognostic now”. The use of analysis of the thematic and structural organization of the text, identification of modes of communication, their alternation, features of updating the cognitive composition using means of transmitting information at the semantic, pragmatic levels made it possible to establish leading speech strategies that mark the autobiographical discursive practice of a linguistic personality, whose speech activity is characterized by lexical, syntactic, communicative, pragma-style variability, diversity of spatio-temporal and egocentric deictic components of discursive practices of text-forming means. Keywords: discourse, text, discursive practice, communicative, structural, semantic, cognitive organization of the text, regulative, artistic and journalistic discourse | 215 | |||||
| 6666 | The purpose of the article is to describe the language education capabilities of social networks in teaching Russian as a foreign language. The key aspects of the critical analysis of the non-specialized social networks potential in teaching a foreign language were: 1) features of communication in social networks from the point of view of foreign language education; 2) the functionality of social networks available for teaching Russian as a foreign language; 3) positive effects associated with the use of a social network in teaching a foreign language; 4) comparison of the capabilities of different social networks, image-boards and instant messengers in teaching Russian as a foreign language. Methods and research material: content analysis of Russian-language research on the language education use of social networks in teaching RFL, phenomenological and comparative analysis of social networks VK (VKontakte), Facebook*, image board Instagram* and Telegram messenger. The material for the study was samples of experience in using social networks in teaching Russian as a foreign language, obtained based on the random sampling method in the social networks VKontakte and Telegram. Research results. The foreign language education potential of social networks in learning a foreign language is associated with different types of speech activity (reading, writing, listening and specific speech production) implemented through Internet communication. By representing reality through text, audio, video and visual materials, social networks provide the opportunity for targeted teaching of a foreign language: their functionality allows you to create thematic communities that can become a virtual space for the formation of an artificial language environment. There, foreign communicants studying Russian as a foreign language can 1) create, publish and perceive text in verbal, photo, video, audio format on a personal page or in a thematic community; 2) leave comments under the publication, add subtitles or script text to the video; 3) express your assessment through symbols under the publication (use emoticons); 4) search for information; 5) send and receive voice or text messages, 6) use a chatbot or virtual assistant for communication, question and answer services; 7) conduct a survey/vote or participate in it; 8) use hashtags or keywords, monitor updated information on the hashtag; 9) fill out the calendar of events and important dates; 10) formulate “status” (from one word to a phrase about the current state of the author; 11) Create a conversation (polylogue) for specific participants and participate in it. The peculiarity of communication in social networks, therefore, lies in the variety of types of speech and cognitive activity of communicants. Learning in social networks follows the principles of micro-learning (short-learning). Using the discursive features of the platforms themselves, it mimics familiar content, the consumption of which takes modern users a significant amount of time every day and thus implements the foreign language education principles of entertainment and accessibility. It creates the horizontal connections in communication, combines synchronous and asynchronous nature and allows you to use linguistic and non-linguistic means to study Russian as a foreign language, thereby forming an artificial language environment necessary in conditions of lack of natural communication. * Social networks Facebook and Instagram are products of Meta Platforms Inc. – an organization whose activities are currently prohibited on the territory of the Russian Federation. Research materials on these sites were collected until July 1, 2021. Keywords: Foreign language Education, Russian as a second language, blended learning, learning in social networks, chat-bot technology in Education, Telegram learning, Instagram learning | 215 | |||||
| 6667 | The problem of organizing mathematics teaching that promotes understanding of information, particularly mathematical information, has always been in the focus of attention of specialists from different fields of knowledge. There are different types of understanding: understanding-recognition, understanding-hypothesis, understandingunification. Psychological and pedagogical conditions for the development of understanding include motivation to understand information; active position of the subject in working with information; taking into account the peculiarities of the formation of notional thinking; the presence of context to convey the semantic load of information; the use of different ways of coding information, including subject experience and metaphors; actualization and development of general intellectual skills. Knowledge of the psychological and pedagogical foundations of understanding learning information significantly increases the methodical culture of the teacher, allows him to think methodically, constructing the content of education and selecting teaching methods. When training a future teacher of mathematics, it is necessary to pay attention to the problem of constructing developmental educational texts that promote understanding of mathematical information. Constructing developmental educational texts is an integral methodological unit, which allows to demonstrate such methodological skills as understanding the problems arising in the study of educational material, identifying the psychological and pedagogical reasons for their occurrence, predicting possible ways of preventing arising difficulties, realizing the need to improve existing approaches to teaching,the search for psychological and pedagogical foundations of methodological activity, analysis of existing practices of constructing educational texts from the point of view of their possibility in the formation of learning actions that promote understanding, development of author’s materials, analysis and discussion of the obtained results, adjustment of methodical activity. The results of the conducted research with students of the Faculty of Physics and Mathematics have shown that the development of methodical thinking is influenced by the actualization, reconstruction and enrichment of professional experience of working with mathematical information from the point of view of psychological and pedagogical foundations of teaching learning material, as well as familiarization of future teachers with productive teaching practices aimed at understanding learning information. The conducted research allows us to conclude that purposeful teaching of general problems of teaching mathematics from the point of view of psychodidactic approach increases methodical culture of future teachers of mathematics and contributes to the development of methodical thinking. Keywords: methodical thinking, understanding of educational material, psychodidactic approach to teaching mathematics, developing educational texts | 213 | |||||
| 6668 | The study of modus as a linguistic concept has a long tradition: to date, its content has been revealed in detail, and various modus categories have been identified. At the same time, the concept of “mode of time”, which originates from such scientific areas as philosophy and sociology, has been studied relatively little in linguistics, despite the fact that a number of researchers have already made attempts to analyse this phenomenon in relation to various discursive spheres. The aim of this article is to find out what linguistic means represent the specificity of the mode of time in a literary text. The material of the study is the works of Narine Abgaryan, an Armenian Russian-speaking writer, one of the brightest representatives of contemporary women’s prose: the novels “People Who Are Always with Me” (2014), “Three Apples Fell from the Sky” (2015), “Simon” (2020), as well as the collection of short stories “People of our yard” (2021). The article considers the “core” lexical units as the key linguistic means of representing the mode of time: the lexeme “time” proper, as well as “past”, “present” and “future”. In addition, the contextual features of the use of temporal adverbs are analysed, the most indicative of which are the adverbs “forever”, “long”, “long ago”, “sometime”, “earlier”, “someday”, “soon”. It is concluded that time is a significant component of N. Abgaryan’s works, the specificity of representation of time modus operandi clearly reflects the peculiarities of the author’s linguistic picture of the world. The mode of the past plays a key role in the narrative: the past turns out to be one of the main factors influencing the present and the future of the characters; at the same time, the negative evaluation of past events in the perception of the characters and the positive one in the perception of the author himself come to the fore. Modes of the present and the future are represented to a lesser extent, often only in comparison with the past, but there is a clear tendency towards a positive evaluation of the future mode both by the characters and directly by the author of the works. It is noted that this study is one of the stages in the development of a comprehensive algorithm for describing the modes of time in a fiction text, which, in turn, contributes to the study of the language of modern Russian prose. Keywords: time, mode of time, literary text, past, present, future, Narine Abgaryan | 212 | |||||
| 6669 | Anthropocentric approach of modern science, as well as the undoubted value potential of textbooks on the Russian as a foreign language, has led to the need to identify the features of the representation of the concept of “friendship” that exist in the textbooks on Russian as a foreign language (RFL), and to analyze them from the axiological point of view. The material for this study are textbooks on Russian as a foreign language by Russian authors published in the period from 2007–2019, with a total volume of more than 2 500 pages, selected in accordance with certain requirements. From the received corpus of educational materials, there were selected dialogues and narrative texts related to the topic “friendship” with the help of a continuous sampling method. The application of an axiological approach to the analysis of the obtained data allowed to identify the cultural features of the representation of the concept of “friendship” that help foreign students to form a certain picture of the world in a foreign student. Lexical and syntactic units were analyzed by using the methods of contextual, comparative and lexic and semantic analysis. Statistical methods of data processing were also used. The value category of “friendship” belongs to one of the most significant in all cultures of the world. Analysis of the specifics of the translation of this concept in educational materials on the Russian as a foreign language allowed to specify, how the picture of friendship, represented to a foreign student, contributes to the adequate formation of the picture of the Russian world in his mind. It is revealed that the topic of friendship in textbooks appears from the elementary level and can also be found in texts about love, work, and leisure. A friend in RFL textbooks is mostly “used” for joint leisure or joint activity (80 % of all cases). The qualitative and quantitative analysis made it possible to specify the evaluative load of adjectives and to identify such valuable component of friendly relations as the long-term friendship. Adjectives that are used to describe a nationality of a friend/girlfriend are also frequently used. It is noted that the duration of friendship mainly appears in friendly relations between males. The frequency analysis of evaluative adjectives also allowed to conclude that RFL textbooks are focused mainly on such important qualities of a friend as kindness and closeness, which generally corresponds to the frequency of word usage in the National Corpus of the Russian Language. The analysis of examples selected from textbooks on Russian as a foreign language also revealed preferences in the translation of the models of friendship from the point of view of the gender distribution of participants. It was revealed that the largest number of examples do not allow to determine the gender of communicants or demonstrate friendly ties in the company of friends of a mixed type. The model of friendly relations between two males takes the second place, which is twice the number of similar examples describing friendship between two females. Friendship between a man and a woman is represented in an absolute minority and often subconsciously represents not a friendly, but a love affair. The model of friendly relations between males, as well as friendship between the actors of opposite sex, is characterized in textbooks on RFL by mutual support, whereas in examples describing friendship between females or between a man and a woman, assistance to a friend mainly appears. In the examples from RFL textbooks describing friendship, along with the positive evaluation components, the negative ones also exist, but their number is much smaller. In general, a positive image of friendship is broadcasted. The analysis showed that, in general, the values related to friendship are correctly represented in textbooks on the Russian as a foreign language, although not always fully. Gender differentiation in certain aspects of friendship is observed. If taking into account the obtained results, it may further allow foreign students to discover what values exist in the world of friendship among Russian people, which will also contribute to a deeper understanding of the peculiarities of Russian culture as a whole. Keywords: Russian as a foreign language, RFL textbook, friendship, friend, culture, concept, axiological aspect | 211 | |||||
| 6670 | Modern cognitive-discursive linguistics focuses on the study of discursive personality. Interest in the study of the communicative behavior of a linguistic personality is due to the general turn of modern linguistics to the problem of “language and man”; The focus of linguists is on issues of communicative organization and communicative behavior of native speakers of different types of languages. The article examines the relationship between the communicative behavior of the author’s linguistic personality and its discursive conditioning. The initial parameter in the description of a linguistic personality is a speech work, therefore the linguistic personality of the author in the texts he creates and the discourses reflected in them are examined. Current trends in text research indicate a growing interest in not only the internal structure and linguistic characteristics of texts, but also their social and communicative role. This provides the opportunity for a deeper and more comprehensive understanding of textual material as a means of communication and a product of the linguistic activity of a particular person. In this regard, the study of the author’s linguistic personality in the context of textual manifestations within a certain discourse represents a pressing problem in modern linguistics. Discourse analysis allows you to integrate a wide range of factors, including cognitive, psychological and pragmatic, into the study of linguistic personality. A linguistic personality manifests its belonging to a specific ethnic group, professional field, age and gender identity in discursive practices. Discourse serves as a platform for the manifestation of emotional states, which play a significant role in the organization of communicative interaction. The linguistic personality in the texts he projects uses various communicative strategies, which represent a complex of speech actions taken in order to achieve a certain communicative result. Their implementation is carried out through the use of various communication tactics. A person who participates in discourses of various types and displays specific tendencies in his communicative and speech behavior in them is considered polydiscursive. The author of the texts actively participates in the development of various discourses, and through them specific tendencies of his communicative behavior appear, revealing the unique features of his polydiscursive linguistic personality. Keywords: communicative behavior, linguistic personality of the author, polydiscursive linguistic personality, Vladimir Vladimirovich Mayakovsky | 210 | |||||
| 6671 | Nowadays, political communication uses a whole range of confrontational speech strategies and tactics aimed at discrediting opponents in an information war, as well as imposing their point of view and forming a certain public opinion regarding discredited objects. A confrontational strategy provides the speaker with the opportunity to express a negative attitude towards his opponent, hostility and willingness to enter into conflict to achieve his own goals, ignoring the goals and interests of the other side. A confrontational strategy involves retreat and even violation of moral and ethical norms. Confrontational speech strategies include strategies of submission and persuasion, discrediting. Each of the strategies is implemented using different speech tactics. In order to effectively counter the threats of negative information impact, it is necessary to identify the speech strategies and tactics used by the German Federal Chancellor Olaf Scholz, which determines the relevance of the study. The purpose of the research is to study the confrontational strategies and tactics in O. Scholz’s speech, affecting a mass audience and aimed at discrediting both the image of Russia itself and Russian foreign policy. The source of the research material was Olaf Scholz’s keynote speech, which he delivered to the German Federal Government on February 27, 2022. This speech was the FGR reaction to the beginning of a special military operation by the Russian Federation. Descriptive and comparative methods along with contextual analysis techniques, as well as definitional, semantic analysis were used to achieve this goal. The article analyzes two confrontational strategies used by Olaf Scholz: discrediting, submission and persuasion. The discrediting strategy is used more often than the strategy of submission and persuasion. The following discrediting tactics have been identified: accusation, negative forecasting and polarization. The strategy of submission and persuasion is objectified with the help of threats and orders. Confrontational tactics act both autonomously (in isolation) and in combination with each other (combined). Keywords: speech aggression, confrontational speech strategy, discrediting strategy, strategy of submission and persuasion, speech tactics, political communication, the German language, Olaf Scholz | 210 | |||||
| 6672 | The study of subtext information refers to important problems of modern text theory. Along with factual and conceptual information, it is important for the recipient who perceives the text to understand the subtext, which has various means of representation. The analysis of various types of subtext and the means of its explicit or indirect expression is relevant for modern linguistics, because it is connected with the problem of text interpretation. The purpose of the article is to identify the idiosyncratic specifics of the expression of subtext information in the early poems of the symbolist poet I. Annensky. The subtext in the work of the existentialist poet I. F. Annensky is insufficiently researched. Related to this is the relevance of the study of the author’s philosophical lyrics. The article used such research methods as contextual and conceptual analysis, as well as semantic-stylistic, biographical. The analysis of the poems from the first of the author’s first collection “Quiet Songs” (1904) made it possible to identify the subtext information in the author’s works and determine the means of its representation based on the theory of regularity of the communicative stylistics of the text. Some idiosyncratic features of the symbolist poet are established, reflecting the specifics of this literary direction. Various linguistic and extralinguistic regulatory means and structures have been studied as markers of subtext in I. Annensky’s poems, regulatory dominants have been identified. As the analysis showed, the linguistic means and structures include the names of the collection and poetic texts, the choice of a pseudonym by the author, the use of tropes and figures, of which the author’s individual metaphors, epithets, unusual textual syntagmatics, symbol words, the dominance of antithesis were especially significant for I. Annensky. The extralinguistic means of representing the subtext in the poet’s lyrics include the choice of genre, rhythmic-sound and frame elements of the work. Collection “Quiet songs” by I. Annensky is an excellent example of philosophical lyrics. The rich conceptual sphere of the symbolist poet includes elements of the ancient worldview and existential philosophy. The means of representation of the subtext reveal themselves in the poet’s lyrics in minimal units (italics, lexical regulatives, etc.) and large elements within the general structure of the text, actualizing concepts, chronotope, allusions. Keywords: I. Annensky, subtext, means of representation, symbolist poet, Silver Age | 209 | |||||
| 6673 | The evangelical parable about the return of the prodigal son was repeatedly used as the subject of literary contemplation in the Russian classical literature of the 19th and the 20th centuries. The plot of the prodigal son parable is still popular in contemporary Russian literature. For example, the plot was originally interpreted in the novels “Number One, or In the Gardens of Other Opportunities” by L. S. Petrushevskaya and “Twins’ house” by A. V. Korolev. The central conflict “son – father” realized through key evangelical parable motifs of departure, return, forgiveness and love determine the issues raised in these works and their poetics. The analysis of these novels helps to distinguish various types of “dialogue” between contemporary writers and the evangelical text. L. Petrushevskaya inverts the plot of the parable, A. Korolev redefines the evangelical parable in a symbolic way. In general, the plot of the prodigal son parable is comprehended by the contemporary authors as a model for resolving the conflict of the generation gap, as a space for profound sacred meanings, and as a means of expressing the author’s genuine metaphor. The plot variants of the prodigal son parable explicate the meanings realized by the Gospel text on the “profane” and deep levels. Desacralized meaning of the parable can be reduced to the issue of ideal family relationships, which the contemporary writers yearn for and are trying to portray. The deep, Christian understanding of the parable is connected to the idea of the prodigal son’s resurrection understood as a discovery of a “new man” within himself. Number One in Petrushevskaya’s novel becomes the Hero, Valentin Drago of Korolev becomes the Personality. In addition, the evangelical motif of return in the contemporary works represents the authors’ genuine metaphors. The genuine metaphor in the novel of L. Petrushevskaya is the modern person’s acquiring his/her original identity, which is not related to material and hedonistic values. A. Korolev’s genuine metaphor consists in recovering the person’s subjectivity that had been lost because of the processes of standardization in modern society. Keywords: modern Russian prose, parable of the prodigal son, plot, motif | 208 | |||||
| 6674 | The article is dedicated to the memory of the famous Russian linguist, Doctor of Philology, Professor of the Herzen State Pedagogical University of Russia Valentina D. Chernyak, her contribution to the history of Russian studies, functional lexicology, lexicography and Russian speech culture. Based on the analysis of the scientific and educational works of the scholar, the contribution of Valentina D. Chernyak to modern Russian studies and language education in Russia is discribed. The role of Valentina D. Chernyak as a scientist, teacher and organizer of scientific activities is shown, her creative scientific connections with scholars of the Russian Language Department of Tomsk State Pedagogical University are noted Keywords: Valentina Danilovna Chernyak, Russian philology, lexicology, lexicography, Russian speech culture | 205 | |||||
| 6675 | The journalistic picture of the world is changing rapidly, reflecting the dynamics in the life of society. The purpose of this article is to identify the dynamics of the journalistic picture of the world using the example of headline complexes of various texts in Tomsk newspapers of the 60s of the XX century and 2007 of the XXI century. The research material is 150 header sets of texts from Tomsk newspapers of different themes, structure, genre features, and functions. The study was carried out on the material of the periodicals “Red Banner” (1962), “Young Leninist” (1965), “Pravda Ilyicha” (1962), “Tomsk News” (2007), “Tomsky Vestnik” (2007). A comparative and contrastive analysis of the titles in publications of Tomsk newspapers of different years and the use of semanticstylistic and contextual research methods make it possible to judge the dynamics of the journalistic picture of the world. The analysis showed that the titles of texts in Soviet-era newspapers were always associated with the propaganda of the party’s ideology. This reflected the communist pathos of all publications, regardless of the topic. The titles were examined in terms of their structure, genre features, themes and functions. First of all, the dynamics are observed in the topics of publications. The social system, social environment, ideology, and the needs of the audience cannot but influence the content and form of newspaper and journalistic texts, which is reflected in the titles. The changes are especially noticeable at the lexical level. In the past, ideologemes were actively used, the language of newspapers was standardized, normalized, and journalists used only literary vocabulary. Journalism in 2007 is full of occasional words, colloquialism, jargon, slang, etc. The dynamics are also noticeable at the functional level. In Soviet times, the main functions of headlines in newspaper texts were information and propaganda. The titles of the publications fully fulfilled their functions. The ideology of the Communist Party did not allow the others to be fully realized. They existed, but were poorly represented. Journalism at the beginning of the 21st century is characterized by the dominance of the advertising function. The 2007 header complexes contain a large number of elements indicating an advertising function. It is worth noting that the identification of the functions of heading complexes is directly related to the features of the journalistic style, such as information content, open evaluation, expressiveness, advertising and propaganda (in periodicals of the Soviet era). Keywords: journalistic picture of the world, discourse, media discourse, heading complex, Tomsk press | 203 | |||||
| 6676 | The first scientific information about Mongolian geographical objects was received by N. M. Przhevalsky, G. N. Potanin, M. V. Pevtsov, V. A. Obruchev and a number of other scientists. Russian and Soviet scientists, based on a wide range of long-term studies, made a unique contribution to the study of the geography of Mongolia, and Mongolian researchers also played a significant role. Based on the latest research in the history of the country, E. M. Muzaev identified 4 stages in the history of research. Based on this, O. Namnandorj and Sh. Tsegmid identified two large periods in the geographical study of the country: pre-revolutionary and post-revolutionary. The periods they singled out characterize the emergence of national researchers whose research during these periods had different goals, results, and directions. The victory of the people’s revolution in Mongolia laid the scientific foundation for the development of educational content for the study of the geography of Mongolia. At this point, it is important to make a brief review of the first 100 years of the history of the development of the methodology and teaching of geography. In the 1990s, Mongolia moved to a new political system and these changes were a constant theme in all sectors of society, including education. Since then, structural, organizational, technological and educational changes have taken place in the education sector. Among these areas, the renewal of curricula is a key factor in changing the education system. In this regard, learning objectives are being revised, new core curricula, standards, textbooks and support materials are being developed, and pedagogical methods, assessment systems and the learning environment are being improved. In connection with the transition to a 12-year system of general education, new basic curricula, textbooks and teaching aids are being developed. Since the beginning of the 2015–2016 academic year, a new curriculum in geography has been used. The article focuses on historical changes in the geography curriculum, comparative studies of old (2012) and new (2015) curricula (structure, content, continuity, interconnection, etc.); the result of the study is presented. The research methods used are analysis of primary sources, comparison and induction. Keywords: curriculum, core curriculum, curriculum history | 197 | |||||
| 6677 | The relevance of the topic is due to the growing interest in the genre of travelogue, which is associated with the problems of national identity and national myth, reflected in the images of the national cultural landscape, as well as the importance of studying regional images in their relation to the all-Russian history and culture. The scientific novelty of the article is connected with the study of the travelogue genre, which presents the formation of the image of Nizhny Novgorod. The collective trips begin in 1817, when the fair was moved here. Therefore, during the XIX century, a certain reputation of the city as a “pocket of Russia” was formed. The scientific novelty of this study is determined by the study of the features of the presentation of the All-Russian Industrial and Art Exhibition of 1896 in the literature of travel, as an independent and significant literary phenomenon that clarifies the image of the city. The travelogues of D. I. Mendeleev, N. G. Garin-Mikhailovsky, K. A. Korovin, F. I. Chaliapin, Emperor Nicholas II, Joseph de Bay, L. V. Kolotilov are introduced into scientific circulation. In travelogues, travelers highlight “the triumph of Russian genius”, “the power of our century”, considering Nizhny Novgorod not an accidental “hero of the days”. The obvious signs of the image of the city are its historical role in the fate of the Fatherland, its unique geographical location, the specifics of cultural life, etc. It is shown that the image of the Exhibition in travel notes, essays, diaries, memoirs is presented through the synthesis of documentary and fiction principles, fragmentary and retrospective, through a high degree of narrative reflection of the author and the use of the traditional pilgrimage element. The results of a comparative analysis of the works of authors who created their own interpretation and demonstrated their vision of the All-Russian exhibition, which became a kind of personification of Russia’s achievements at the end of the XIX century, are presented. The theoretical significance of the article is determined by the fact that the concept of “local text” is used in the course of the study; new material is introduced into scientific circulation; the description of the image of Nizhny Novgorod and the All-Russian exhibition in travelogues determines its significance in the formation of the image of the Motherland. Keywords: All-Russian Industrial and Art Exhibition, Nizhny Novgorod, travelogue, travelers, Fatherland, image | 196 | |||||
| 6678 | The IV International Scientific and Practical Conference “Linguistic and Cultural Aspects of Modern Engineering Education” was held on November 15–17, 2023 at the Department of Foreign Languages of the School of Social Sciences on the premises of National Research Tomsk Polytechnic University (the city of Tomsk). The Conference was dedicated to the memory of Nikolai A. Kachalov, PhD in Pedagogy, Associate Professor. Traditionally, its directions were: current research vectors and approaches in modern linguistics; the profession of translator: challenges of our time and experience in teaching translation; linguodidactic, psychological, pedagogical and cultural aspects of training engineers of the future; the relationship between language and culture: society, literature, translation and traditions and innovations in methods of teaching foreign languages. The partners of the event are the Belarusian National Technical University, the Belarusian State Economic University and the Novosibirsk State Technical University. The Conference work was conducted in 5 round tables and 4 seminars dedicated to teaching electives for developing generic skills within engineering training, Chinese language studies, design and implementation of dedicated didactic tools in blended learning, and sociocultural adaptation of international students in Russian universities. Plenary reports were devoted to assessing the quality and consideration of criteria for written translation, writing competencies in engineering training: “Translation solutions for scientific and technical documentation”, “Science for society”, “Current state of combinatorial linguistics”. The main panel of the conference “Nikolai Kachalov: Creative Legacy” was held with the participation of members of the family of N. A. Kachalov, his colleagues and graduate students. In her report, Olga I. Kachalova highlighted the most significant milestones of Nikolai A. Kachalov personal and professional development. Veronika M. Rostovtseva, candidate of pedagogical sciences, associate professor spoke about the investments of Nikolai Aleksandrovich Kachalov in the development of education and science not only in the city of Tomsk, but also in the entire Siberian region. This contribution is due to the organizational, pedagogical and scientific-methodological aspects of the activities of N. A. Kachalov as an individual, researcher, leader and “institutionalist” – an innovator of university management in teaching and learning foreign languages. Keywords: international conference, linguistics, cultural studies, engineering education, Nikolai A. Kachalov, Tomsk Polytechnic University | 196 | |||||
| 6679 | The paper draws comparisons between the stages in the history of the English language developing in the multilingual environment and its status of a macromediator in the modern world. The research is based on two fundamental methods: the comparative historical method that assists in observing the development of English in the diachronic perspective and its co-existence with other languages in anisotropic linguistic situation of that time and the dialectical one directed at identifying such contradicting directions of the language system evolution as integration and disintegration, standardization and individualization, centrism and acentrism. The evolution of classifying English language origin (Teutonic group in the 17th and 18th centuries, Anglofrisian group in the 19th century and West Germanic group in the 20th century) is rooted in the changes of intralinguistic nature caused by a range of extralinguistic factors. On the one hand, island distribution of the language areal, hard accessibility of the territory, and therefore their isolation, and on the other hand, attractiveness of this land due to favorable conditions (mild climate, diverse landscape, rich flora and fauna), Christianization, active trade relationships leading to permanent polyglossia of linguistic environment (Celtic, Germanic, Scandinavian dialects, classical and vulgar Latin, various languages of Roman legionaries, French) were the reasons why the English language obtained and has maintained till the present time such peculiar distinctive properties as acentrism, high level of lexical mobility, substantial derivational potential, economy of linguistic means and rather free manipulations with language standards. The latter is also connected with long-term absence of the unified national, political and language center in Britain and mostly marginal usage of the language predominantly in the oral form. The authors also insist on the need to further look into the grammatical structure of the English language throughout its evolution in order to better understand the consequences of the polyglossian environment not only on its vocabulary but also the status constituent. Keywords: English language, historical development, status, periodization, glottogenesis, polyglossia, substrate | 193 | |||||
| 6680 | The article explores the phenomenon of code-switching and code-mixing be-tween Persian (Afghanistan) and English. Code-switching refers to the phenomenon of switching between two or more languages within a single conversation, while code-mixing involves the blending of languages within a sentence or utterance. The study focuses on two specific communicative settings. One is informal spoken communication, the other is and literature. To conduct the research, the data was collected from a group chat involving 30 students studying English Language and Literature at Balk University’s Faculty of English in Afghanistan. The group was created to discuss academic and non-academic issues informally. The messages ex-changed in this group chat serve as a case study for analyzing informal conversational communication. Additionally, the novels of Khaled Hosseini, an American author of Afghan origin who is fluent in both Persian (Afghanistan) and English, were chosen as examples of literature. Khaled Hosseini has gained international recognition for his writings. His works often explore themes of identity, family, love, loss, and the impact of political turmoil on individuals and society. The paper be-longs to the specialty 5.9.8. Theoretical, applied and comparative linguistics (philo-logical sciences). The main objective of the research is to identify the reasons and purposes behind code-switching and code-mixing in different communicative set-tings. By examining the patterns and contexts in which these language practices oc-cur, the study aims to gain a deeper understanding of the motivations behind them. Overall, this research seeks to shed light on the phenomenon of code-switching and code-mixing between Persian (Afghanistan) and English by analyzing both informal spoken communication and literature, to unravel the reasons and purposes behind these language practices. Keywords: code-switching; code-mixing; multilingual communication; Persian linguaculture; communicative setting; bilingual environment | 191 | |||||
| 6681 | The interest to Gogol’s literature heritage in the literature era of the XX–XXI centuries has been noted by many researchers. Literature scholars are actively introducing into scientific circulation the works of modern authors. They allow to raise the question of the place and role of Gogol’s heritage in the aesthetic search of the literature process of the turn of the XX–XXI centuries. The aim of the study is to analyze the functioning principles of the novel “The overcoat” and its system-forming image of a small man in the works of writers of the turn of the XX–XXI centuries. The novelty of the study lies, firstly, in the comprehension of the material that has not been previously analyzed, and secondly, in the reconstruction of the types, methods and function of the reception of the “overcoat text” in the literary era of the XX–XXI centuries. The works of modern authors were used as material: the chapter “Little Man Tetelin” from V. Makanin’s novel “The Underground or the Hero of Our Time” (1998). Makanin’s novel “The Underground, or the Hero of Our Time” (1998), stories by V. Petsukh “To Nikolai Vasilievich. Demonstration of Possibilities” from the collection “Plagiarism” (2001) and O. Slavnikova’s “CHANEL No. 5” (2009). The selected works belong to different aesthetic and genre forms and the point of convergence between them is their dialogical reinterpretation of the stylistic system of the novel “The Overcoat”, built on the combination of two modes of narration – “mimicry of grief” and “mimicry of laughter” (B. Eichenbaum). It is proved that the stylistic organization of the narrative principles of the novel “The overcoat” has a modeling effect on the works. All three selected authors use direct quotation allusion to the text of Gogol’s novel. The “overcoat plot” is projected by V. Makanin and V. Petsukh to comprehend the fate of the Soviet intelligentsia in the post-soviet realities. The writers record and comprehend the spiritual degradation aand grinding f the Soviet intellectual as a social and anthropological type. O. Slavnikova’s principles of transformation of the “overcoat plot” are connected with the reflection on the ontological value and self-sufficiency of the individual, which are lost in the situation of blurring the boundaries between the material and the ideal, man and thing. The human deformation discovered and explored by Slavnikova is thought of as an unmotivated fundamental property of the world. All three authors are characterized by the actualization of Gogol’s laughter, where the comic and the tragic coexist. Keywords: N. V. Gogol, “Overcoat”, little man, V. Makanin, V. Pietsukh, O. Slavnikov | 191 | |||||
| 6682 | The article is devoted to the active processes in modern speech, such as massive spread of univerbated words and verbal nouns. These phenomena can be seen in various lexical forms derived with different suffixes. The data used in the article is verbal nouns derived with suffix -k- (vypechka, zapivka, moika, perenoska) and univerbated words with homonymous suffix (molochka, sotsialka, veterinarka, nulevka). These two groups of words are involved in active lexical and semantic variation processes. The data source is explanatory and word-formation dictionaries, The Russian National Corpus, latest fiction texts, colloquial speech recordings. Results and discussion. The lexicon dynamics is largely determined by two processes – on the one hand, by the wide expansion of verbal nouns with typical metonymic meaning transfer in this lexical group, on the other hand, by the extreme spread of univerbated words, especially in colloquial speech. The regular word-formation models correspond to regular metonymic meaning transfer. Univerbation as a means of folding multiple-word structures represents a compressive word-formation characteristic of colloquial speech. Lexical meaning dynamics is reflected in explanatory dictionaries that represent vocabulary of various historical periods. Some univerbated words are placed firmly in literary language (elektrichka, morekhodka, zachetka), as well as the other have recently appeared in colloquial speech (sanktsionka, udalenka). Lately appearing special dictionaries of univerbated words provide rich material for this phenomenon study both in synchrony and in diachrony. What is of particular interest is the use of verbal nouns and univerbated words with the homonymous suffix in modern fiction, where various forms of author’s reflection are observed. The conducted research has shown the communicative significance of two processes – the formation of verbal nouns and univerbated words with the homonymous suffix. The appeal to lexicographic publications shows a typical mechanism of lexical and semantic variation associated with the speaker’s desire to convey different thoughts concisely or to denote new realities with a single lexeme. Keywords: compressive word-formation, verbal nouns, univerbated words, metonymy, usus, language fashion | 188 | |||||
| 6683 | N. A. Zabolotsky’s worldview remains insufficiently studied. Among the key concepts of interest for the study of the author’s idiosyncrasy, the concept of “creativity” can be distinguished. An important part in the analysis of the poet’s conceptual sphere is the identification of the lexical structure, content and representation of the concept of “creativity” in the poet’s lyrics of different years. The goal of the work is to identify the features of the structure and ways of representing the concept of “creativity” in N. A. Zabolotsky’s lyrics in different periods of the poet’s work. The research uses the continuous sampling method, conceptual analysis, biographical, comparative, contextual, semantic and stylistic. The article presents the results of a study of N. A. Zabolotsky’s poems from 1926 to 1958, which used the direct nominee of the concept “creativity” and associatively and semantically related lexemes. Using the methodology of modeling intertextual associative-semantic parts allowed us to identify the features of the content of the concept of “creativity” and its lexical embodiment in the communicative and activity aspect. The study was conducted in line with the communicative style. As a result of the analysis of N. A. Zabolotsky’s poems from different years, the features of the content and lexical embodiment of one of the key concepts of the poet’s lyrics – “creativity” in the dynamics of the author’s poetic activity were determined. The nominee of the concept is rarely represented in the author’s poetic texts, but is verbalized through multiple textual associations, for example: “singing”, “art”, “music”, “poetry”, etc. In the early period of the poet’s work, the nature of his perception of the surrounding reality is reflected in the content of the concept of “creativity”. In the author’s collections “Urban Columns” and “Mixed Columns” N. A. Zabolotsky, depicting the “inverted” and absurd world of the NEP era, creates a specific version of the understanding of the concept of “creativity”, which differs from the interpretation of the concept in late lyrics. The later lyrical works of N. A. Zabolotsky reflect a more familiar understanding of the concept of “creativity” for the reader. His philosophical views was changed. Some events of the poet’s personal life affect the author’s worldview, reflected in the content and means of representation of the concept under consideration. In the late period, Zabolotsky’s creativity is often associated with nature, which is the inspiration, reflection or independent creator of a particular type of art. The analysis of N. A. Zabolotsky’s lyrical works from different years made it possible to identify and formulate the features of the content and lexical embodiment of the concept of “creativity” in poems from 1926 to 1958. The results are important for the study of the evolution of the author’s poetic worldview. Keywords: concept, artistic concept, keyword, associative semantic field, stylistic device | 188 | |||||
| 6684 | Tendency to increase the role of the mass media addressee determines the importance of communication component in the structure and methods of organization of content. The paper considers ways to implement discursive monitoring in the process of telephone interaction between subjects of radio communication (leading musical entertainment and information and analytical programs and radio listeners). One of the main ways to satisfy the demand of the mass audience for the individualized presence in the media space is the formation of interpersonal discourses in the institutional discourse of the radio. This interpersonal discourses are virtual environments in which speakers (addressees) identify themselves with participants in socio-communicative practices and realize the socio-speech need for dialogue, recreational activities and self-actualization. Based on research in the field of mass media radio communication, discourse analysis and sociolinguistics, the author examines the ways of implementing discursive monitoring, which manifest themselves at the micro level (in repetitions, lexical echoes, replicas-requests, etc.). All this characterizes the moments of semantic and communicative intersections in the process of dialogue. The nature of the subject of the analyzed programs indicates the significant role of interactive dialogues with the addressee in the radio content. This suggests that for the organization of discourse, communicative mechanisms are needed to control the speech actions of the addressees who enter into a dialogue with the moderators. The specifics of the implementation of control can be traced in the realization of discursive rules and values that are unconscious by the communicants, but explicitly pointing to the effectiveness of control from the discourse. The situational-game model of interaction is characterized by attitudes towards a cooperative dialogue and parity of the positions of the communicants. Thus, the "power of discourse" manifests itself in two parallel plans for the development of the dialogic scenario. Communication from the position of the audience unfolds in the logic of mutually directed interaction, marked by lexical roll calls, repeated questions, etc. The visible dialogic effect within the boundaries of discursive regulations can be seen as the result of the efforts of the author constructing the dialogue based on the presumption of a mass audience, its interests and expectations. Ways of coordinating the communicative plans of authors and addressees (strategies, tactics) are considered in the aspect of the formation of the value-semantic space of communication, for the implementation of which the orientation towards communicative hedonism is of great importance. This is the speech activity of communicants, which has a recreational character. As a result of such game interaction, communicants enjoy actualization in the media space. The author concludes that communicative hedonism is the axiological dominant of the radio discourse, which is important for the implementation of both entertainment and information-analytical radio. Analysis of radio dialogues suggests that communicative hedonism is the basic mechanism for implementing discursive control. Keywords: discourse of radio, interactive communication, dialogue, communicative hedonism, discursive monitoring | 187 | |||||
| 6685 | Due to the outbreak of a previously unknown coronavirus infection in 2020, people’s communication has largely shifted to an online format. The Internet has become an available space for users to discuss topical issues and express their attitude to the reality around them. Changes in language under the influence of changes in the world and ways of expressing emotions in Internet communication have become of interest to philologists, linguists, specialists in psychology and sociology. The specialists conduct studies in order to make necessary observations on the emotional state of people, to monitor public opinion on such an important phenomenon as vaccination, which is still causing a huge amount of debate. The purpose of this article is to describe the linguistic and communicative explication of negative emotions related to COVID-19 vaccination in Spanish and English. The focus of the study is on verbal and non-verbal means of expressing emotions in Internet comments on the topic of vaccination. The selection of the material with a total of 100 Internet comments (50 comments in English and 50 comments in Spanish) was limited to the period from February to August 2021, when the issue of vaccination was actively covered by all kinds of media outlets, including the Internet, causing lively discussions. The machine sentiment analysis revealed predominantly negative colouring of the texts of Internet comments on the topic under study. Stylistic analysis and interpretative discourse analysis allowed us to identify linguistic and non-linguistic means of expressing negative emotions of English- and Spanish-speaking Internet commentators. The identified means of linguistic and communicative explication of emotions were analysed on the lexical, stylistic, grammatical levels as well as on the level of graphics and images. Among the stylistic means visual metaphor expressed by emoticons and images was identified. Keywords: emotion, emotivity, sentiment analysis, vaccination, internet comment, linguistic and communicative explication, COVID-19 | 187 | |||||
| 6686 | By order of the Academy of the Ministry of Education of Russia, which coordinates the work of a unified federal system of scientific and methodological support for teachers and management personnel, we developed information and analytical materials on the problem of psychological and pedagogical interaction between teachers and families of pupils as the basis for the content of educational programs. The aim was to generalize the experience of developing information and analytical materials and substantiate the information and analytical approach to the design of educational content in the system of scientific and methodological support for class teachers. When implementing the information-analytical approach, we used the following methods: information diagnostics of the array; implementation of bibliographic procedures; highlighting the list of keywords and types of scientific and methodological developments; compilation of information maps, taking into account the list of keywords and types of scientific and methodological developments; cataloging scientific and methodological developments. As a result of information and analytical work, the bibliographic list on the topic “Effective technologies of psychological and pedagogical interaction with the student’s family” includes 302 sources that meet the criteria of relevance, importance of information, completeness of information, complexity and, in aggregate, highlight the stated problem both in terms of theoretical analysis, description technological approaches, and in a practice-oriented way, reflecting the best pedagogical experience. According to the results of an expert assessment, the annotated catalog includes 127 sources. The catalog is intended for placement in an electronic environment. The catalog contains the name of the development, keywords, type of development, annotation, information about the source, access to the development. The abstract reflects the most significant information contained in the source, gives a recommendation regarding the use of the development in the design of programs of additional professional education. The abstract can be considered as an independent piece of educational content. As a result of the study, we found that the information-analytical approach allows presenting the most valuable and relevant information in the form of ready-made developments, indicating their appropriate use in the system of scientific and pedagogical support for class teachers, which makes the design of educational content more technologically advanced and meaningfully balanced. The theoretical significance of the study is the integration into the theory and technology of additional professional pedagogical education of a new way of developing educational content based on the use of an annotated thematic catalog. The practical significance of the work lies in the creation of an independent information resource – an annotated catalog on the topic “Modern technologies for the interaction of the class teacher with the family of students” and the possibility of its use for designing programs for teachers’ additional professional education, in university practice in the preparation of pedagogical and psychological-pedagogical specialists, as well as for self-education of class teachers and their quick search for professionally significant information. Keywords: interaction between teachers and families, advanced training, educational content, annotated catalogue, information resources | 185 | |||||
| 6687 | The purpose of this article is a comprehensive research of the leading scenario motifs system in the Russian folksong subspace, where kinship terms are qualified as basic concepts; establishing their connection with secondary concepts verbalized in folk songs. The scientific novelty lies in the identification and elucidation of the linguistic and cultural content of conceptual (scenario) motifs with reference folkloremes – kinship terms in the folk-song text as a special genre, characterized by expressiveness achieved through various linguistic lexico-grammatical techniques, metaphorisation. As a result of the conducted research, it is proved that in the Russian folk-song subspace, the terms of kinship, which have acquired the status of folkloremes and nuclear units of the East Slavic folklore dictionary, are key elements of conceptual scenario motifs. They are contextually fixed, metaphorical, accompanied by a number of traditional symbols – astral, presentive, ornithological, plant, animal, etc. Scenario motifs reveal the figurative and semiotic, cultural nature of folk-song folklore. The study showed that in folk song contexts with family themes (both ritual and lyrical), the functioning of kinship names (folklore) is a representation of cultural universalism in the modern Russian cultural ethnos. The images of birth (rodimyj) father (batyushka) and birth (rodimaya) mother (matushka) are linguistic and cultural codes connected by verbal associations with the symbolic space and national stereotypes formed over a number of centuries. The conceptualisation of the social motivation of nuclear family members relations is reflected in the oppositional notions verbalizers “Rodnoj–nerodnoj” (“Related by blood – not related by blood”), “Svoj–chuzhoj” (“Friend–stranger”), “Radost’–gore/pechal’/toska” (“Joy–sadness/sorrow/longing”), “Proshchan’e–vstrecha” (“Farewell – encounter”) and other similar ones. At the same time, there is an implicit opposition between the images of lyrical female protagonist relatives (father, mother, brothers, sisters) and the images of her husband’s family members (father-in-law and mother-in-law), actualised by fixed folk-poetic associations. For the mutual understanding between generations, folk-song folklore is perceived as an intellectual and cognitive factor that preserves the idea of a traditional Russian family, and a factor of empathy, sympathy, causing an emotional and mental response to what is heard or read. Keywords: concept, scenario motif, folkloreme, folk-song subspace, kinship terms, word-symbol | 183 | |||||
| 6688 | This work analyzes expressive and evaluative constructions that objectify various intentions and emotions in Russian colloquial speech. People have different means and ways of expressing emotions. These differences are observed not only among representatives of different peoples, but also among representatives of the same nation. Expressive and evaluative constructions are considered as important features of Russian communicative culture. The relevance of this work lies in the need to study the ways of expressing emotion, evaluation and expressiveness of Russian colloquial speech in an Iranian audience, since, without knowing the verbal forms of emotional interaction in society, learning the Russian language can be said to be unthinkable. Emotions are an integral part of the human personality and determine the national and cultural identity and uniqueness of this personality. Russian language is studied simultaneously with the study of the emotional layer of the Russian language and the assimilation by Iranian students of the information concerning the peculiarities of the linguistic consciousness and culture of the Russian people. Iranian students who study Russian outside the language environment, learn a new linguistic culture, comprehend emotional language and, one might say, an emotional picture of the world in the learning process. The relevance of the work is also determined by the goals and objectives of teaching Russian as a foreign language in an Iranian audience and correct language knowledges in a non-linguistic environment. The purpose of this article is to identify expressive and evaluative constructions denoting different intentions and emotions in Russian speech and their expression in Persian. Contextual analysis was carried out on the basis of authentic contexts obtained from the information and reference system “National Corpus of the Russian Language”. The analysis showed that the expressive constructions of colloquial speech can express various intentions and emotions in the Russian language: astonishment, agreement, objection, assumption, refusal, regret, admiration, indignation, joy, chagrin, but due to national identity, in the Persian language these intentions and emotions have their own ways and means of expression. The theoretical and practical significance of the work lies in the fact that the results of the article can be used by students studying at the departments of Russian as a foreign language in Iranian universities as additional material in the relevant academic subjects, in university practice at different levels of teaching Russian and Persian languages, as well as by translators. Keywords: expressiveness, appraisal, emotivity, colloquial speech, Russian language, Persian language | 179 | |||||
| 6689 | The problem of high-quality education for engineering and IT students should be regularly reviewed and kept up-to-date in conditions of the current political and socio-economic situation. To meet the demands of the labor market, engineering and IT students should possess not only subject-specific competencies but also universal (non-subject) competencies that make it easier to navigate different life situations, to communicate effectively, to work in a team, to think critically, etc. Therefore, it becomes important to introduce practice-focused learning technologies and methods into the educational process in order to develop universal competencies. The purpose of the article is to summarize the pedagogical experience in integrating the situational problem solving method (case method) into the educational process and to identify its advantages and limitations. The study is based on the empirical experience of application of the situational problem solving method (case method) in the educational process at the Faculty of Innovative Technologies of Tomsk State University within the subject “Professional Communication in English”. In the paper, the authors rely on the principles of system-activity and competency-based approaches. The experimental use of the situational problem solving method (case method) in the process of teaching English for professional purposes proved not only the great interest of students in this type of creative work, but also the importance of using this method in the educational process. This method contributes to the development of students’ critical thinking, their ability to apply knowledge in new situations, and the development of students’ creativity and intellectual abilities. Presenting the results of solving cases in a foreign language is an important tool for the formation of communicative competence necessary for students in their future professional activities. However, the situational problem solving method has a number of limitations related mainly to the procedural issues of its application in the educational process. The authors conclude that the integration of the situational problem solving method into the educational process contributes to the development of universal competencies of engineering and IT students and can be applied as a type of pedagogical practice within the subjects of the existing educational programs without introduction of extra special courses for the development of such competencies. Keywords: competence-based approach, universal competencies, case method, situational problem solving method, students | 178 | |||||
| 6690 | The relevance of the study is determined by the importance of analyzing the main stages in the development of stylistics as one of the dominant areas of modern speech science. This area reflects a change in the scientific linguistic paradigm and a shift in emphasis from the study of language to the study of speech and speech activity. Although some stages of the development of stylistics have already been covered to one degree or another, it is important to summarize the existing observations and the dynamics of the formation of this field of knowledge as a whole. The purpose of the article is to analyze the problems and brief history of Russian stylistics in modern scientific interpretation, review various stylistic trends developing at different stages of its formation, and identify the prospects of stylistics. The material for the study is the works of famous linguists written in different years, including recent publications. Based on observation, analysis and generalization, the main features of individual stages and trends in stylistics development in Russia were identified, and the prospects for modern stylistic research in line with the new scientific cognitive-discursive paradigm in linguistics were outlined. The article points out stylistics as an important part of speech science and communicative theory of text, which is important for the formation of human speech culture. The dynamics of the development of Russian stylistics in the XX–XXI centuries are presented, the contribution of individual scientists to the formation of its various directions at different stages of stylistic development is characterized. The article notes the connection between stylistics and the theory of discourse and the prospects for the development of this field of knowledge, taking into account the change in scientific paradigms. The future of stylistics is connected with the communicative theory of text and related areas of knowledge in communicative, cognitive, anthropocentric, psycholinguistic, discursive and other scientific areas of modern Russian studies. The tendency towards integration with other fields of knowledge is decisive for modern stylistics, which has a strong theoretical basis, formed on the anthropocentrism and textocentrism of the humanities, and is strong in its scientific schools. The diversity of spheres of communication and speech practices of linguistic personalities of different types, the emergence of new information technologies and communication channels determine new horizons for stylistic research in the 21st century. Keywords: stylistics of the Russian language, stages of development of stylistics, scientific directions, style, text, discourse | 177 | |||||
| 6691 | This paper focuses on describing the approaches of linguistic nationology and linguistic culturology in the study of geography. The purpose of this study is to reveal some characteristics of linguistic nationology and linguistic culturology in the study of geography. The language country approach allows for an understanding of the linguistic features of a particular country or region, taking into account historical, sociocultural and political factors. The main tasks of national language research include studying the differences of language structure, vocabulary, grammar and pronunciation in different regions, studying dialects, national variants of languages and the characteristics of language workshops and exchanges. This approach contributes to a better understanding of the cultural identity, identity and habits of a people and their integration with the language. The linguistic and cultural approach in the study of language countries aims to study the relationship between language and culture and national mentality, which involves analyzing the expression forms of language and culture and the interaction between language and cultural values in language users’ speech and mentality. This approach allows for a better understanding of the lifestyles, values, world views, traditions and customs of different language communities. The combination of linguistic nationology and linguistic culturology enables people to have a comprehensive understanding of the language and culture of a certain region. This method is an important tool for scholars, teachers and all those interested in studying the languages and cultures of different peoples. It promotes better mutual understanding and the development of cross-cultural ability. This paper introduces the basic ways to study regional problems. This paper reviews the basic problems involved in the formation and development of linguistic regionalism as an interdisciplinary subject. It reveals the basic similarities and differences between the concepts of “linguistic geography” and “linguistic geography”. This paper expounds the significance of language nationology and language culturology to the study of regionalism. We have paid attention to the scientific language and language potential of language region research in foreign language teaching, especially Russian as a foreign language. All the conclusions are related to the further study of regional studies in the theory and practice of foreign language teaching (including Russian as a foreign language). Keywords: language, culture, country studies, regional studies, linguodidactics, linguistic and regional approach, linguo-cultural approach | 177 | |||||
| 6692 | The study was carried out on the material of the poetic and prose texts of Yu. Vella (1948–2013), included in his fourth book “Talk to me...”. The dialogical intention is indicated in the title of the book, addressed to the Nenets student and the one who “would like to listen to the Nenets soul.” The structural features of the dialogical situation in the book “Talk to me...” are determined by the traditionalist type of artistic consciousness of the Nenets master of words, for whom the values of significance are, firstly, rootedness in the national cultural tradition, secondly, involvement in the process of ethno-confessional continuity, thirdly, a mythopoetic picture of the world and awareness of the harmony of existence in unity with the spiritualized natural world. The dialogue in the book is modeled by the poet in three interrelated areas: intercultural interaction in Russian, Nenets and French; aesthetic communication between the author and the reader (Nenets student, young reindeer herder, etc.) and intra-textual events in the form of friendly communication between the owner and the guests at the chuval, or the reindeer herder guessing riddles (“My riddles (riddles from Tatva)”), or the lyrical hero’s instructions to someone who is ready to open up to world in order to experience spiritual transformation on Nenets land (“Swan Hunt (dialogues)”). Yu. Vella, as a social and cultural leader of the Nenets of Western Siberia, felt responsible not only for the fate of his small people, but also for the lives of people caught in the zone of interethnic conflicts. Yu. Vella, as a social and cultural leader of the Nenets of Western Siberia, felt responsible not only for the fate of his small people, but also for the lives of people caught in the zone of interethnic conflicts. The poem “Swan Hunt (dialogues)” and the poems “The Highest Value” and “The Golden Fleece” are dedicated to the latter. The architectonics of the experience “The Highest Form of Harmony” expresses the idea that dialogue between people of different nationalities and religions is possible if we return to the direct (“childish”) perception of the world, which allows us to restore the value connection of a person with the natural Cosmos surrounding him. In conclusion, the mechanisms of interaction of ethnocultural components in texts under the general title “Talk to me (the story of one translation)” are considered from the point of view of the poet’s bilingual representation of the same work, reflected by the author in the commentary to his translation. Keywords: Yuri Vella, ethnopoetics, axiology of creativity, dialogue, intercultural dialogue, Nenets culture, book creativity | 175 | |||||
| 6693 | The research material is two short stories by the classic of Soviet literature for children Y. Ya. Yakovlev, united by the theme of the Great Patriotic War: “Where the Battery Stood” (1967) and “Ivan-Willis” (1982). The analysis revealed the artistic features of understanding this topic. The writer combines two plans in space-time poetics (the post-war and the military world being restored in memories), the presence of two generations in the character system is significant – veterans and schoolchildren who were born already in peacetime. Yu. Yakovlev uses various techniques to show the process of starting the work of the memory of the war. In the story “Where the battery stood” these are symbolic images connecting war and peace (poplars destroyed by the Nazis and a school bell resembling the sound of a siren); in “Ivan-Willis” – a car that was perceived by the owner, and then by a teenager as a comrade, colleague, songs and even the weather, evoking memories of military events. In the poetics of short stories, the techniques of psychologism are significant (the use of various syntactic constructions to convey the inner state of a character, portrait characteristics and behavior showing emotions, feelings, thoughts and their dynamics). The stories have a weakly expressed plot level, the emphasis is on the inner life of the characters, on changing their consciousness, on the formation of values. At the center of the ideological content of the stories is the familiarization of post–war generations of schoolchildren with the memory of past events, the formation of post-memory (in M. Hirsch’s terminology) and the joint experience of different generations through dialogue, friendship, and common cause. Yuri Yakovlev defends the importance of the idea of the continuity of time, that modern peaceful life has been achieved at the cost of the efforts of the front-line generation. Therefore, it is important for new generations to realize their responsibility to contemporaries and descendants for preserving historical memory. In the texts of Yu. Yakovlev on the Great Patriotic War comprehends the way of formation of the child’s personality and the formation of his worldview through familiarization with the memory of the tragic past of the Motherland and the people. Keywords: literature for children, Yu. Yakovlev, The Great Patriotic War, the theme of memory, post-memory, remembrance | 174 | |||||
| 6694 | We are talking about the need to find new solutions in educational activities related to the study of Russian as a foreign language, in the conditions of a modern multicultural space. National educational systems respond differently to the challenges and trends of today and develop specialist training programs whose competency base satisfies the needs of the domestic and international human resources market. The “One Belt, One Road” strategy initiated by China is a political, social and economic context that determines the dynamics and transformation of specialized personnel training. Proficiency in Russian as a means of communication in a multicultural world is considered in China to be an important indicator of a high-class specialist, which poses the task of the country’s universities to carefully consider the concept of teaching Russian as a foreign language. The experience of introducing an original model for training highly professional personnel in the subject area “Russian as a Foreign Language” at a Chinese regional university is described. The principles that determine the educational model are revealed, its didactic resource, content, functional features, testing results are described, and prospects for improvement are outlined taking into account changing sociopolitical circumstances. It is emphasized that when designing such an educational model, the factors of the territorial location of the developer university, its previous experience of multifaceted interaction with Russia, including trade, educational and cultural exchanges, the availability of material and technical base, motivational needs and expectations of the parties involved in the process are taken into account. Among the unique features of the educational model of training in the field of Russian as a foreign language, proposed for implementation by Mudanjiang Normal University, there is an emphasis on the priority of practical and applied training, widespread involvement of internship sites, staged and leveled implementation of educational programs, their interdisciplinarity, mandatory use as traditional , as well as innovative techniques and teaching methods, selection of the contingent for training and differentiated work with them throughout the educational process. The experience of a regional Chinese university can be useful in terms of application in other universities and other countries. Keywords: Russian as a foreign language, multicultural communication, competency-based approach, subject and meta-subject competencies, educational model | 173 | |||||
| 6695 | The article attempts to use a functional-semantic approach to the study of the category of intensity in order to identify and systematize the means of expressing the intensity of an action in the modern German language. The work was carried out on the material of the “German-Russian Synonymous Dictionary”, “Dictionary of Word Formative Elements of the German Language”, “German-Russian Phraseological Dictionary”, as well as using fragments of literary works of German writers of the 20th century. Taking into account the main directions in solving the problem of correlating the category of intensity with the concepts of expressiveness and quantity, the authors propose to interpret intensity as a category derived from the semantic categories of quantity and quality and as a quantitative indicator of expressiveness and emotional experiences. The category of action intensity is studied as a segment of the macrofield of the universal category of intensity. An analysis of the ways of expressing the intensity of an action in the German language allows to present the functional-semantic field under study as a monocentric formation, the core of which includes lexical means: intensifying verbs; adverbs with intensifying / deintensifying meanings and phraseological units. Syntactic means are located in the perinuclear zone. Word-formation, morphological and phonetic means fall into the peripheral sections of the field. As a result of the study, it was possible to establish that the microfield of action intensity includes a zone of intensification and deintensification. Linguistic intensification of action in syntagmatics is characterized by greater diversity than in paradigmatics. Verbs whose meaning includes the seme of intensity have a high frequency when expressing the intensity of an action in paradigmatics. In syntagmatics, the most common way to intensify or deintensify an action is to use adverbs. Deintensification of the action in most cases does not carry a stylistic load and, as a rule, is intended to soften the characteristics of the action. The means of expressing the intensity of action, on the contrary, are stylistically coloured. The most striking and powerful means of intensifying action are qualitative adverbs and comparative phraseological units. The construction of a model of the functional-semantic field of the category of action intensity on the material of the German language made it possible to systematically present the formal means of expressing intensity in their inextricable connection with semantic content and pragmatic orientation. Keywords: category of intensity, intensification, intensifier, functional-semantic field, means, modern German | 171 | |||||
| 6696 | Verbal periphrases with gerund occupy a special place in the grammatical system of Spanish. These constructions are composed of an auxiliary verb in a conjugated form and a main verb in an impersonal form of gerund. Among them, the most frequent is the periphrasis “estar + gerund”. Thus, the study of the process of its grammaticalization in the medieval period of the Spanish language represents an exceptional interest. The relevance of the research is due to the absence of such an analysis based on the corpora of historical texts in studies on Ibero-Romance linguistics written in Russian. The materials of the study are the texts of the XII–XV centuries taken from the Spanish corpora El Corpus Diacrónico del Español (CORDE) and Corpus del Español: Genre / Historical. The methods of grammatical, semantic, and aspectual interpretation were used to analyse the found contexts. Several stages of grammatical and lexical expansion in the use of the studied construction are consistently considered. It was revealed that since the XIII century the periphrasis was actively introducing into the language system as a grammatically stable verb combination. Subsequently its lexical and grammatical compatibility was significantly expanded. By the XV century, grammaticalization reached its maximum and the periphrasis was already used in all possible tenses and moods, just as in modern language. It is important to note that most often in the medieval period under consideration, verbs semantically denoting perception and mental activity took the position of the main verb of the periphrasis. From an actional point of view, these are often stative verbs. Apparently, in order to combine with the stative verb estar, other verbs also needed to have stative characteristics. At present, on the contrary, stative verbs are the least frequent in the position of the main verb of the periphrasis under consideration, according to analysis of texts from the corpus of modern Spanish. Keywords: grammaticalization, historical corpora, periphrasis "estar + gerund", medieval Spanish | 167 | |||||
| 6697 | The tragedy “Marc Antoine, ou la Cleopatre” by J. Mairet is considered as a transitional phenomenon, which serves as a characteristic feature of the French theater of the 30s of the XVII century – the period of the return of the tragic genre to the stage and the efforts of its poetical renewal undertaken by playwrights (J. Mairet, J. de Rotrou, P. Corneille, J. de Scudery). The emphasis is placed both on the connection of the Mere text with the humanistic tragedy of the XVI century (in particular, with the texts of E. Jodel “The Captive Cleopatre” and R. Garnier “Marc Antoine”), which can be traced in the clearly expressed rhetoric nature of dramatic discourse – most of the statements of the main characters are based on the principle of official, public speech, built in strict accordance with the political role (the idea of history as a theater), and on the author’s attitude to the originality of the development of a well-known plot, which is seen in the breadth coverage and semantic complexity of historical events, achieved, among other things, due to the displacement of the love line of intrigue. The story brought to the fore turns out to be devoid of drama – there is no conflict, no tragic tension, so Mairet is forced to return to the love conflict as the engine of the stage action, which is activated by the introduction of the figure of Octavia – Antony’s first wife and Cleopatra’s rival. With Mairet’s noticeable attempts to reorganize the structural foundations of the tragedy and test new principles for dramatizing history, a significant divergence of personal and official-role plans, observed in the discursive behavior of the characters, leads to uncertainty, failures of significant meanings in events and details, as well as in the characters themselves and their relationships. A decisive restructuring of the traditional plot and compositional links of the tragedy, along with the discovery of productive mechanisms of ideological and semantic conflict tension, will be carried out only by Corneille, who will be able to find qualitatively new ways of dramatizing historical material, a direct preview of which are the experiments of Mairet. Keywords: tragedy, humanistic drama, historical plot, love intrigue, rhetoric, public role | 166 | |||||
| 6698 | Many foreign and Russian linguists (including the syntaxists of the so-called Vinogradov’s school) consider the Russian sentence to be verbocentric, because the verb supports many syntactic structures of both simple and complex sentences. That is why all types of studies on different aspects of this grammatical category are so important in the process of teaching foreign students, including aspect formation, meaning and use of the aspect pair (both categorical and pragmatic), its semantic and syntactic compatibility with left and right actants. As a rule, foreign students studying Russian as a Foreign Language (RFL) in Russia and outside the language environment have at their disposal different types of dictionaries, and our aim is to trace what opportunities these dictionaries provide for mastering the verbal word’s use in modern discourse. In other words, how much aspectual information they contain, how adequate it is to the current state of the language, and how much it contributes to the free participation of a foreigner in various discursive processes, both oral and written. The types of dictionaries which foreign students most often deal with – explanatory and educational ones of various directions – are considered. Aspectual verbal characteristics of these dictionaries are analyzed in three perspectives: 1) content; 2) structurе; 3) sign marking. The dictionary dignities are revealed as well as some drawbacks, preventing the international students from free orienteering in the dictionary entries of the Russian Verbs, from becoming aware of Aspectual peculiarities of Russian Sentences with Verbal Predicates and finally from adequate using the Aspect Forms in discourse. Controversial issues of interpretation of verbs are estimated, options for their solution are proposed. As a result of the study: 1) the necessity of ordering and expanding the aspectual information of the dictionary is proved; 2) a different type of verb semantics expounding is proposed, depending on the type of linguistic meaning; 3) the directions of changes and practical materials for Aspectual Commentary of Verbal entries, first of all, of the RFL educational dictionaries, have been developed. Keywords: Russian as a Foreign Language, educational dictionary, aspectual commentary, ordering and expansion | 165 | |||||
| 6699 | Referential ranking of subjects in proverbs with second-person singular forms has not yet been identified and described in special literature. This study aims to describe the ways of expressing referential statuses of subjects in these types of proverbs. The study uses proverbs from V. I. Dal’s collection as source data. The analysis is based on A. V. Bondarko’s theory of categorical situations. The methodological framework includes works by N. D. Arutyunova, E. V. Paducheva, T. V. Bulygina, and A. D. Shmeleva that focus on the theory of reference, as well as studies by N. A. Dyachkova, O. E. Frolova, and L. B. Katsyuba that describe proverbs as a unique type of text. The study has revealed that the referential statuses of subjects in proverbs can be actualised/modified based on various factors, such as construction features (one semantic subject vs. two semantic subjects), ways of expressing subjects (discrete vs. non-discrete), interactions with different distributors, and connections with temporal non-localizability. The study has also revealed that subjects have different referential statuses: universal and generic. The highest status (universal) is assigned to a person in proverbs based on a one-member generalised personal sentence with one semantic subject. In this case, the referential status of a non-discrete subject is determined with reference to the semantics of the predicate, where the action relates to an open group of people. The rank of subjects within this type can decrease when the predicate specifies a circle of actors and conditions for the action. Subjects in constructions with two semantic subjects have the generic status: the subject of characterisation (grammatically subordinate but semantically dominant) and the subject of action (grammatically dominant but semantically subordinate), serving to identify the features of the subject of characterisation. The referential (generic) status of the subject of action is the same as that of the subject of characterisation due to its subordination to the latter. The study also identifies semantic types of subjects that influence their reference. Ways of raising the rank of subjects (conditionally referential use) and lowering it (relation to noun groups, certain semantic classes) have been determined. By considering the interaction of different factors in proverbs, a complex ranking system for subjects can be represented. Keywords: reference, Russian proverbs, referential types of subjects, referential ranking of subjects, second-person forms, сarrier of the predicative feature | 161 | |||||
| 6700 | Coverage of the activities of representatives of Russian literature, in whose works the motives associated with the Muslim East, whose spiritual base is the holy book of Muslims, are traced ‒ The Quran is relevant in the field of comparative study of the literatures of peoples who are genetically unrelated, but close in geographical region. And we are talking not only about the famous “ Imitations of the Koran” by A. S. Pushkin or the Caucasian poems by M. Y. Lermontov, but also about the work of their contemporaries, among whom V. K. Kuhelbecker, Ya. N. Polonsky, L. A. Yakubovich, A. G. Rotchev, A. F. Veltman should be singled out, D. P. Oznobishin and many others who played an equally significant role in the process of mastering foreign artistic images. Their artistic heritage is an interesting material for observations on the dialectic of national and foreign in the framework of the Russian-Eastern literary and cultural dialogue. In this regard, the Quranic motifs of the Russian poet, writer and translator Dmitry Petrovich Oznobishin (1804–1877), whose orientalism, which was mostly philosophical and contemplative, is still poorly studied, are of undoubted interest. We distinguish seven Quranic motives: the motive of prayer, the motive of an oath, the motive of repentance, the motive of Quranic verses, motives associated with Muslim customs and with the procession of the Sharia court, the motive of Quranic traditions and the motive of Quranic eschatology. The main content of the article is the identification of the features of these motifs on the example of the collection “Arabesques, or Collection of Oriental stories” by D. P. Oznobishin, which includes ten works: “Visitation” (Oriental novel), “Ideal” (Oriental novel), “The Rivalry of Six Slaves” (Oriental novel), “Dispute” (Oriental novel), as well as arrangements of the makama (novella) by Abu Mohammed al-Hariri (1054–1122) “Caravan”, “Desire” (Arabic novella), “Love”, “Thief”, “Reconciliation” and “Gold Coin” (Dinari makama). The analysis of the Quranic motifs found in a number of Oznobishin’s novels allows us to state with confidence that the Russian poet, who turned to this topic, tried to present his own idea of the most important issues of being through the comprehension of another, previously unfamiliar to him, religious philosophy. Keywords: Koran, Islam, motive, Russian literature, mastering, poet, Oznobishin | 157 | |||||