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6651 | The article is devoted to the description of the speech genre (hereinafter referred to as the SG) of Internet revelation and the identification of its main genre-forming features and features of the language embodiment. The novelty of the study is determined by the fact that for the first time the texts functioning in Internet communication and containing anonymous expressions of their revelations, secrets and emotions are subjected to a systematic description. The relevance of the work is due to the growing popularity of such resources and the lack of representation of linguistic works on their study. The study of the SG of Internet revelation was carried out on the material of texts published on the website “Overheard”, as well as “Overheard from teachers” in the social network “VKontakte”. The work is done in line with communicative linguistics. When analyzing the material, the methods of linguistic description, discursive analysis were used, including the characteristics of extralinguistic factors and reflecting the functioning of the studied SG in the Internet. Pragmatic, media, structural-semantic and stylisticlinguistic parameters are considered in the description of SG Internet-revelation. The categorical features of the Internet Revelation SG are: anonymity, first-person narration, virtual space of communication, focus on a large audience, mediocrity and asynchrony of communication. The texts perform an informational function and are characterized by thematic diversity. The communicative goal of the studied genre is to receive or present information containing the author’s revelation anonymously in front of a huge audience. The means of linguistic embodiment are described, related to phonetic (onomatopoeic literal combination for expressing emotions), graphic (repetition of letters and punctuation marks, use of capital letters and dots, adding emoticons), lexical (colloquial, reduced, colloquial, evaluative vocabulary; figurative words and expressions ) and grammatical level (past tense verbs; adverbs of measure and degree; exclamatory and interrogative sentences, etc.), stylistic features of the texts (first-person narration; colloquial and written style that has the characteristics of Internet discourse, narrative and autobiography) are revealed. It has been proven that Internet revelation is a unique genre formation that has a certain composition, its own style, and a special linguistic embodiment. The proposed methodology for analyzing the speech language of Internet revelation can be used to describe other informative speech genres of Internet communication. Keywords: speech genre, Internet, revelation, Internet revelation, overheard | 96 | |||||
6652 | The transition to Industry 4.0 is one of the central objectives of the economic and social policy in Russia. This new form of the economy expands the field of human activity, which influences requirements for the competence of a specialist. Adapting to the new requirements of the labor market, universities are already beginning to introduce changes in various areas of their activities. The aim of this study is to identify the main activities of the universities of the Siberian Federal District (SFD) in the field of university transformation into University 4.0.To achieve the aim, the authors analyzed the works of Russian and foreign researchers devoted to the content of the university transformation into University 4.0. In addition, there is an investigation into open information resources of the leading universities of the SFD to establish the main activities for the transformation into University 4.0. The article reveals the essence and characteristic features of the University 4.0. The idea of University 4.0 refers to the transformation of education taking into account the needs and challenges of the digital society. Such transformation implies the introduction and development of individualized hybrid learning, not limited by time and space, in which the student has a sufficient degree of autonomy and participates in the formation of theirlearning plan. The authors note the importance of the project approach in teaching, the development of mentoring and an open educational environment. The analysis of the activities of the universities of the Siberian Federal District allowed to establish that currently research projects are actively developing in Siberian universities related to solving urgent global and regional problems, digitalization, informatization; involving students in research activities within the framework of these projects. The universities carry out the activities on these projects with the participation of industrial partners, state authorities and within the framework of international cooperation. Universities are developing digital environment that allows access to scientific, educational and infrastructural resources, as well as developing digital tools for mastering professional competencies. Despite the fact that many researchers consider University 4.0 a project of the future, we can already see serious changes in the activities of universities, which allow us to conclude that the transformation is taking place at an accelerated pace. Keywords: University 4.0, Industry 4.0, digitalization of education, digital university, higher education | 96 | |||||
6653 | 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 | 91 | |||||
6654 | 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 | 88 | |||||
6655 | 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 | 86 | |||||
6656 | 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 | 86 | |||||
6657 | The online academic cheating (OAC) is widely discussed in academic circles of different countries. The present study was conducted after the second COVID-19 wave and therefore reflects the process of mass transition to online learning, which contributes to the originality of the research. The specificity of methodological approach is comparing the opinions of teachers and students, a total of 488 respondents answering online questionnaires. According to the data obtained, from 70 to 80 % of students resort to OAC. As a rule, students tend to use lecture and lesson materials for copying and peeking, contrary to the teachers’ perception of the use of electronic media. On detecting the deception, 57 % of teachers just admonish students, 39% deduct marks. One third of students believe that teachers tend to overlook fraud. Students report resorting to deception because of lack of confidence in their knowledge. Teachers believe that the reason lies in insufficient preparation for classes. From 50 to 70 % of respondents think that such forms of assessment as a spontaneous answer, free-source research and project work reduce cheating. According to students, individual creative tasks can be added to this list. The most important factor reducing cheating is intrinsic motivation (50-60% of students and teachers). Among the measures proposed by students to combat academic fraud, didactic methods are given the highest priority as well as students’ initiatives like the movement in social networks #iliketobehonest, whose icon is shown on a student’s screen in an online activity reflecting a conscious decision made by the student. Keywords: higher education, academic dishonesty, distance education, online assessment | 86 | |||||
6658 | 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 | 85 | |||||
6659 | Globalization processes in the economy, the strengthening of political and cultural ties between states, the spread of the Internet and distance learning technologies, which marked the 21st century, contributed to the rapid growth of international academic mobility. In this regard, the issue of overcoming cultural shock and the problem of linguocultural adaptation of foreign students in a foreign language environment becomes especially relevant. To identify the difficulties that affect the process of linguocultural adaptation in the Russian-speaking educational environment, we conducted an online survey of foreign students studying at Tyumen State University (Tyumen). According to the results of the survey, the majority of foreign students has never heard of the theory of culture shock, but all the respondents we interviewed have experienced it to a greater or lesser extent. Among the main problems, the respondents mentioned the language barrier, problems of socialization, new climate conditions, unfamiliar food, etc. In such case overcoming the language barrier directly influences the effectiveness of the educational process. The peculiarities of the grammatical system of the Russian language, the auditory perception of Russian speech, word stress rules, fast speaking rate of native speakers, articulation of some sounds, semantic differences between synonyms present the most difficult issues for foreign students learning the Russian language. The research findings show that in order to adapt successfully to the foreign language environment it is necessary to know verbal and nonverbal means of communication and to use them correctly according to the situation or context, to have a positive attitude towards the interaction with native speakers, to strive to know the host culture better and avoid stereotyping, to be aware of the values and norms of the host society, to be tolerant towards the cultural identity of another ethnic group. In general, foreign students studying in Russia see the positive results of overcoming culture shock and characterise cross-cultural adaptation as invaluable experience which fostered personal growth and unleashed their full potential, gave them an excellent opportunity to acquire new knowledge and competencies. Keywords: culture shock, linguocultural adaptation, foreign students, language barrier, cultural distance | 85 | |||||
6660 | Obtaining higher education is an important stage of human socialization. The aim of universities is to create such an educational environment that will allow all students, regardless of their educational needs and individual capabilities, to successfully solve the tasks of the corresponding stage of socialization. Equal access to education for all students, regardless of their diverse special educational needs and individual capabilities, including students with disabilities and disabilities, is designed to ensure inclusive education. Currently, higher education at Tsiolkovskiy Kaluga State University is received by persons 17 years and older, among whom there are students with disabilities, gifted students, representatives of different nationalities, cultures, countries and confessions, students from large and small cities of the world, near and remote settlements. All this actualizes the problem of creating an optimal inclusive educational environment at the university. Tsiolkovskiy Kaluga State University is actively working to create an inclusive educational environment, which is designed to promote the successful socialization of all students studying at the university. Inclusive educational environment is considered by us as a set of resources (means, external and internal conditions) that ensure the realization of the right of every person to education, including training, upbringing and personal development, and is designed on the basis of such principles as safety, saturation, accessibility, etc. The structure of the inclusive educational environment of Tsiolkovskiy Kaluga State University includes spatial-subject, organizational, technological, informational and social components. Each component has its own content. A special place in this structure is assigned to the Center for Inclusive Education. The Center for Inclusive Education, created at the University and designed to provide horizontal links between departments in matters of inclusive education, helps to eliminate inconsistencies in the actions of departments at the same level of hierarchy, which is generated by the strict hierarchy of the university’s Management model. The creation of an inclusive educational environment of the University is carried out in various directions, among which it is possible to highlight the improvement of the local regulatory framework, material and technical equipment, scientific, informational and personnel support for inclusive education, increasing the architectural accessibility of the university infrastructure facilities for students with disabilities, improving the quality of education received by students with disabilities. Modeling of the inclusive educational environment of the university is carried out by all participants of the educational process: administrative staff, teaching staff and students themselves, with the active participation of public organizations. Systematic monitoring of difficulties encountered by students, including students with disabilities in the process of admission and study at the University, allows you to determine the steps to overcome them. Currently, work continues to improve the inclusive educational environment of the university. Keywords: students, students with disabilities, inclusive educational environment of the university, components of inclusive educational environment | 84 | |||||
6661 | 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 | 83 | |||||
6662 | The article represents the selected results of the research aimed at the actualisation of the system of the future mathematics teacher’s preparation in the system of the higher pedagogical education and designing a methodological system for training a future subject teacher in the context of the development of individualization of teaching mathematics.The presented methodological system of training students studying in specialized pedagogical programs of bachelor’s and master’s programs is a subsystem of the general system of training a teacher of mathematics at a university, has a complete structure, includes target, content, methodological, effective-evaluative and motivationalpersonal components. The target component is considered to be a backbone in the constructed methodological system of training a future mathematics teacher, and it is the component that determines the result of mastering the educational program in its entity as the target competency model of the graduate. Under the current regulations for the design of higher education educational programs, there are uniform requirements in terms of competencies (UC and GPC) corresponding to the level of education in general or to an enlarged group of training areas. The selection of specialized professional standards and the determination of the corresponding professional competencies, on the formation of which the educational program should be focused, assumes the author’s approach of the developers of educational programs and falls within the competence of the educational organization exclusively. Universities that train teachers have the right to include professional competencies aimed at individualizing mathematics education for students in special educational categories, including schoolchildren with high-level mathematical abilities in the graduate competency model. Such a target structural element corresponds to a special labor function established by the professional standard of aneducator, aimed at the developmental activities of the teacher. In the course of the study, the goals of methodological preparation of a future mathematics teacher to work in non-standard conditions with special categories of students requiring the organization of individualized training were determined. Approaches to the formation of a target competency model of a graduate in the constructed methodological system for training a future mathematics teacher are substantiated. The article presents the results of approbation of the proposed target competence model on the basis of Orel State University named after I.S. Turgenev (hereinafter referred to as OSU named after I.S. Turgenev) within the framework of a two-level (bachelor’s degree, master’s degree) teacher training system. The approaches to building the target component of the methodological system for preparing a future mathematics teacher proposed in the paper are based on the requirements of the Federal State Educational Standard of general education and are determined by the request of the modern school for the teacher who knows the methods and technologies of individualized mathematics teaching. The constructed methodological system is designed to solve the objective contradiction between the need for such teachers and the generally accepted methodology for preparing a mathematics teacher in a university, the reference point of which is the “ordinary, average” student. Keywords: individualization of teaching mathematics, goals of training a future mathematics teacher, professional competencies, methodological competence, competency-based model of a graduate | 79 | |||||
6663 | 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 | 78 | |||||
6664 | 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 | 76 | |||||
6665 | 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 | 74 | |||||
6666 | 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 | 73 | |||||
6667 | 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 | 72 | |||||
6668 | 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 | 71 | |||||
6669 | 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 | 71 | |||||
6670 | 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 | 67 | |||||
6671 | 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 | 66 | |||||
6672 | 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 | ||||||
6673 | In modern studies of language, the focus of attention is on the functional features of linguistic phenomena. Functional grammar is no exception, describing the structure, content and functioning of semantic categories around which functional-semantic fields are organised, covering the whole language space and its different levels (aspectuality, modality, quantity, quality, etc.). This study considers condition as a subfield of the conditionality field, which also includes the subfields of cause, purpose, consequence and concession, which are closely related to each other both by internal logical relations and by means of their expression. Despite a number of studies devoted to the structure of the conditionality subfield and its separate manifestations, including conditional constructions, conjunctions and prepositions, the issues of discourse variability of the components of this subfield have not been specifically considered. Conditional relations seem to be most significant for scientific discourse, on the material of which this study is based. The scientific literature describes the conditional meanings characteristic of the corresponding constructions and constituting the content plan of the condition subfield. These are real-conditional, potential-conditional, unreal-conditional, as well as non-conditional meanings – conditional-temporal meaning, conditional-causal, conditional-consequential, conditional-purpose, conditional-concessive, conditional-explanatory. Thus, the conditional semantics is in the intersection with related meanings (including conditionality), is extremely diverse, as well as diverse means of its expression - at the level of simple (to be a condition, to condition, at, under condition, in the case of, etc.) and complex (with conjunctions if, if, if only, when, etc.) sentences. This study is based on the assumption that the means of expressing conditional semantics vary in different thematic types of scientific discourse. Turning to the core genre of scientific discourse – the scientific article – confirms this assumption. The material of the study was 3 708 articles from the peer-reviewed journals “The World of Russian Word” and “Bulletin of Tomsk State University”. In the course of the analysis, more than 60 000 contexts with conditional meanings, collected by the method of continuous sampling, from articles on philology, history, biology, computer science and informatics, and economics were considered. The analysis showed that not all private meanings of conditionality presented in the language are manifested in scientific discourse. When expressing conditional relations in the articles of the five mentioned subjects, the central position is occupied by simple sentences with the preposition at, at the level of a complex sentence the marker of conditional semantics is the conjunction if. The qualitative and quantitative indicators with regard to conditional constructions for articles of different themes differ significantly. Thus, the study shows the variability of the expression plan and content plan of the conditional subfield, the differences in the use of conditional units in different types of scientific discourse. Keywords: functional grammar, conditional field, conditional subfield, conditional relations, scientific discourse | ||||||
6674 | 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 | ||||||
6675 | 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 | ||||||
6676 | 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 | ||||||
6677 | 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 | ||||||
6678 | 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 | ||||||
6679 | 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 | ||||||
6680 | 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 | ||||||
6681 | 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 | ||||||
6682 | The topic “Gogol and Bukharev” has moved into literary studies from the theological sphere. V. A. Voropaev was one of the first to turn to its philological understanding, who included the book by O. Feodor (Bukharev) “Three Letters to Gogol written in 1848” in the context of the problem of perception of “Selected passages from correspondence with friends” in the criticism of the XIX century. It seems that no less significant for modern science is the question of the ideological community of the writer and the theologian, their influence on each other, which left a mark in the activities of each of them. The purpose of the article is to use the material of memoirs and journalistic texts from the last third of the 19th – early 20th centuries to determine the most significant factors that served as a prerequisite for the spiritual rapprochement of Gogol and Bukharev. The research material was published in pre-revolutionary periodicals (“Theological Bulletin”, “Orthodox Interlocutor”, etc.) memoirs, notes, obituaries dedicated to Archimandrite Theodore and containing in one way or another information about his acquaintance with Gogol. The materials are analyzed in an interdisciplinary aspect: the historical and literary method is complemented by methodological tools of receptive aesthetics and biblical theology. Based on the results of the study, it was concluded that both Gogol and Archimandrite Theodore (Bukharev) had an interest in the personality and theology of the Apostle Paul. It seems that this circumstance played a decisive role in the ideological and spiritual rapprochement of the writer and the theologian. Beginning in the late 1840s, Bukharev prepared a number of scientific and theological works on the Apostle Paul (“The Teaching of the Ap. St. Paul on the Antichrist in the 2nd Epistle to the Thessalonians”, “Several articles on the Holy Apostle Paul”, “On the authenticity of the Apostolic Epistles”, "On the Epistle of the Apostle Paul to the Philippians”, “On the Epistle to the Romans”, etc.), laid the foundations for the study of the apostolic part of the New Testament in Russian biblical studies. Probably, Archimandrite Theodore became a kind of consultant for Gogol on the interpretation of the letters of the Apostle Paul. Both the writer and the theologian can be called “disciples of the Apostle Paul,” who drew from his epistles a set of theological ideas that largely determined their religious experience, and in relation to Gogol, their aesthetic concept. It is difficult to say unequivocally who influenced whom – the theologian or writer – because there is almost no direct evidence that reports on the specific content and nature of Gogol’s conversations with Father Theodore. Most likely, the influence was mutual and equivalent, since they were united by common ideas, interests and a common mentor in the interpretation and application of Christian teaching in life – St. Paul the Apostle. Keywords: N. V. Gogol, Archimandrite Theodore (A. M. Bukharev), Metropolitan Filaret (Drozdov), “Three Letters to Gogol written in 1848”, Apostle Paul, Russian Biblical studies, theological reception of Russian literature, memoirs | ||||||
6683 | 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 | ||||||
6684 | In modern literary criticism, no one doubts the special role of the novel by E. I. Zamyatin “We” in the dystopian literary tradition. Among the illustrative studies on the topic, we mention S. S. Romanov, who determines why the appearance of the novel “We” “marked a new stage in the development of anti-utopianism, and its author was recognized as the first classic of the genre.”This article proposes to consider the named work not only in the aspect of its direct historical and literary factuality, but to study the hidden patterns of the literary process and the mechanisms of the evolution of genre forms that have developed at the junction of the novel form and the (anti) utopian model of reality. As follows from the results of the study, the key role in these processes of the novel by E.I. Zamyatin’s “We” is determined precisely by the fact that there is a connection and complete merging of the utopian and dystopian concepts with the novel form and the formation of the genre canon of the dystopian novel. At the same time, previous significant appeals to the utopian or dystopian (by F. M. Dostoevsky, H. Wells or in Russian religious philosophy at the turn of the 19th–20th centuries) do not create such a special genre subtype of the novel, and subsequent appeals to the problem by A. P. Platonov, O. Huxley, J. Orwell, R. Bradbury and others directly or indirectly rely on Zamyatin’s canon of form. Keywords: utopia, dystopia, novel, genre canon | ||||||
6685 | 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 | ||||||
6686 | 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 | ||||||
6687 | 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 |