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| 6801 | In Russian cultural consciousness, the mythologem "classic" is associated with quite a number of names. In the candidates for the title of "classic" list, A.S. Pushkin is the undisputed leader. The transformation of Pushkin’s personality into a legend began during his lifetime. By the end of the 20th century, the Pushkin myth contained such components as duel, genius, father, humanist, deity, hero, spiritual leader, Russia, and others. The Pushkin myth continues to be cultivated in such postmodernist works as V.S. Makanin’s "The Underground, or the Hero of Our Time" and A.V. Korolev’s "Man-Tongue". Being close to the author main characters of these novels consider Pushkin to be an exemplary personality. They correlate their actions with his life events. However, Russian postmodern writers are more actively engaged in demythologization of the Pushkin myth appealing to images, carriers of mass consciousness. For this, they use a rich arsenal of ludic poetics techniques. Thus, D.A. Prigov and T.N. Tolstaya parody the socialist realism discourse to profane the Soviet version of the Pushkin myth. V.O. Pelevin and O.A. Bogayev grotesquely give material form to the writer’s image, revealing the simulative nature of Pushkin as one of the central Russian culture concepts. L.S. Petrushevskaya simplifies and reduces contextual representations of the classics through intertextual play with Pushkin's quotations. While deconstructing the Pushkin myth, modern authors declare rejection of the totality idea embedded in it. They also reject the formula "Our Everything" which deifies the writer and is firmly established in Russian cultural consciousness. Keywords: modern Russian literature, postmodernism, the Pushkin myth, the mythologeme, the image, the motif | 757 | |||||
| 6802 | This scientific article is devoted to a comprehensive analysis of modern formats for teaching foreign languages and describes the practical experience of integrating the EnglishProUni educational platform into the educational process. This platform was developed by Tomsk State University. In the context of the rapid transformation of modern education and the automation of many professions, students today expect not only the assimilation of new knowledge but also an understanding of how to apply it effectively in the context of personal and professional development. Therefore, effective learning within a hybrid model requires a rethinking of traditional methods and technologies, as well as the active involvement of students in every educational case. The article details modern methods for teaching foreign languages, including audio-linguistic, audiovisual, communicative, and lexical approaches, as well as innovative formats such as inverted learning and the use of authentic materials. Particular attention is paid to the integration of digital technologies and online platforms that create an interactive and adaptive learning environment, contributing to student independence and motivation. The EnglishProUni platform implements an audio-linguistic approach using information modules and training exercises, allowing for effective combination of classroom activities with independent work. Furthermore, the article analyzes modern trends in learning, including the use of artificial intelligence to personalize the educational process, the “study buddy” format (training pairs), and the capabilities of online platforms to increase engagement and effectiveness in language acquisition. A comparative analysis of traditional and hybrid learning models is presented, identifying the advantages and challenges of introducing innovative technologies into the educational process. The study demonstrates that using the EnglishProUni platform contributes to developing practical communication skills and meets the modern requirements of both the labor market and educational standards. This opens up new possibilities for teaching foreign languages in universities. Keywords: mixed learning format, hybrid learning format, educational platform, foreign language environment | 756 | |||||
| 6803 | This article presents a philosophical and ethical investigation of the contemporary patriotic discourse of university students as it manifests in digital environments, particularly on social networks such as VKontakte. The relevance of this research lies in the growing importance of online platforms in shaping civic identity and patriotic attitudes among young people. The primary goal is to explore the structural, thematic, and ethical dimensions of studentgenerated patriotic content and to analyze how it reflects deeper moral engagement or, conversely, rhetorical superficiality. The study is grounded in A.P. Voevodin’s philosophical-ethical framework, which interprets patriotism as a moral phenomenon rooted in collectivism and public good rather than political loyalty. The analysis is further supported by symbolic and semiotic theories from J. Baudrillard, Y.M. Lotman, and R. Posner. The empirical part of the study consists of two stages: content analysis of 2.117 posts from student communities across 18 leading Russian universities using the Avalanche digital monitoring tool, followed by a more detailed ethical evaluation focused on emotional resonance, sociocentric orientation, symbolic depth, and transformative function. The findings reveal that the majority of posts represent a declarative and symbolically superficial form of patriotism, largely lacking moral reflection and communal motivation. Only a small subset of content demonstrated ethical depth, emotional engagement, and a sense of collective mission. The study concludes that fostering ethical reflection and encouraging deeper identification with civic values are crucial for reshaping patriotic education in higher institutions. The proposed analytical framework offers a versatile tool for evaluating the civic and moral potential of digital youth discourse and may inform more effective educational strategies for cultivating responsible patriotism. Keywords: patriotism, university students, digital discourse, philosophical-ethical approach, socio-centrism, civic responsibility, digital environment, moral reflection, volunteerism, identity | 755 | |||||
| 6804 | World literature includes a large number of texts about dogs. Modern texts differ from ancient ones – in some cases, the image of a dog loses the connotations that are attached to the dog by archaism – a process of demythologization occurs. In others, the image of a dog is ambivalent: along with archaic symbolism (especially in everyday speech), a dog (in literary texts) is depicted anthropomorphically, carries moral codes, and becomes a measure of human empathy. The article considers the image of a dog in different ethnocultural and historical contexts – based on the works of modern writers. The relationship between a person and a dog is presented in the Tuvan context by Maadyr-ool Khovalyg (in three "Hunting Stories" the same tradition is mentioned: turning to the "master of the taiga" for help, but in this situation a person behaves differently in relation to a dog, the dog plays the role of a moral tuning fork); in Ossetian – by the writer Meliton Kazity (the story “Almas” is created in the genre of a dog’s life story – from its birth to death; the historical upheavals of the 20th century and human behavior are given in the indirect receptive speech of a dog, whose image embodied elements of Ossetian mythology and intertextual literary details); in Kazakhstan – by Ilya Odegov (the story, entitled "Sheep", constructs a provocative reading of it, because the main animal in it is not a sheep, but a dog named Lelka, who saved her owner and died); in Europe – by the writer Eric-Emmanuel Schmitt (in the novella by the French-speaking writer, the context is almost global, centered around the Holocaust: the action takes place in Belgium, recalling captivity in the Polish Auschwitz, the intention of the concentration camp is anti-Jewish, salvation comes from the Soviet Red Army; all that is left in the life of the hero Samuel to continue it further is the dog Argos, whose name is a reminiscence of Homer's "Odyssey"); other ethnic contexts are optionally mentioned: Jewish (associated with the mythological concept reflected in the toponym "Year-old Bitch" from the novel "Here Comes the Messiah!" by Dina Rubina), Crimean Tatar (the subject of the narrative in the story "Loneliness" by Ervin Umerov is a dog; the writer entrusted it, an impartial narrator, to report on the trauma of his people – 1944). Keywords: the image of a dog, Tuvan literature, Ossetian literature, Kazakh literature, French literature, Maadyrool Khovalyg, Meliton Kazity, Ilya Odegov, Eric-Emmanuel Schmitt, the Holocaust, Dina Rubina, Erwin Umerov | 746 | |||||
| 6805 | The dynamic development and use of information technologies in society, the organization of the information space creates favorable conditions and potential opportunities for every person to receive, process, save and use information to the extent necessary for self-development, self-education and self-improvement. At the same time, the large flow of information falling on each representative of the information society forces a change in attitude towards information in general, and towards information as a source of knowledge in particular. Consequently, in the information society, the professional training of university students acquires a new quality. Its content, forms of organization of the educational process and teaching methods are undergoing transformation. The intensive development of the digital economy is changing the requirements for personnel training, placing emphasis on developing flexible (supra-professional) skills. As a result, there is a need to talk about a knowledge transfer system that is able to quickly capture changes in the surrounding reality, maneuver in the given conditions, analyze large volumes of data, identify general trends, and meet the requirements of a changing economic environment. The article makes an attempt to respond to the challenges of the modern information society in the context of its digital transformation, by developing the author’s pedagogical technology for forming the readiness of university students for professional activities, taking into account user requests for their educational information needs. It is designed for students whose curricula include the discipline “Psychology and Pedagogy”. The content of pedagogical technology is concentrated on performing tasks focused on universal and generalized knowledge as the scientific basis for solving practical issues of “general professional” training of university students. The dominant condition for its implementation is media and educational communication. Pedagogical technology has a full-fledged structure, including target, methodological, organizational, material and technical, content-activity, and performance-evaluative components. In the course of the study, the criteria and levels of readiness of university students for professional activities were determined. Thus, this paper presents the result of a theoretical study using methods of concretization, study and generalization of pedagogical and managerial experience at a university. Keywords: pedagogical technology, student readiness, professional activity, media-oriented educational paradigm, media-educational communication | 743 | |||||
| 6806 | The article is devoted to one of the topical issues of modern linguistic methodology – the formation of intellectual and creative potential of bilingual students in extracurricular activities. One of the forms of extracurricular activities, one of the most common forms of enriching the intellectual and developmental resources of the educational environment is the Olympiad, which allows you to overcome difficulties; immerses the student in a certain area of scientific knowledge; helps to identify various aspects of students' giftedness. The scientific article presents the experience of working in the Russian language Olympiad for students of schools with a native (non-Russian) language of instruction of the Republic of Tatarstan. Russian Language Olympiad for bilingual students is one of the methods of immersing students in the Russian language environment, involving students in active language practice, one of the ways to increase interest (about interest as an important pedagogical tool, as a powerful incentive for learning, the article also pays great attention) in language learning, formation along with communicative, speech competence and cultural studies. An expedient and methodically correct solution in the development of Olympiad tasks is to take into account didactic principles: the principle of science, the principle of entertainment, the principle of accessibility. Thus, the scientific work reveals in detail the content of each principle, argues for the scientific propositions put forward, talks about the importance of understanding the terms, the essence of the issue of the linguistic task at the Olympiad. Special attention is paid to the principle of accessibility, taking into account the individual characteristics of students and the phenomenon of interference (the influence of the native language). As a research material, the analysis of written Olympiad papers of bilingual students was carried out, their typical mistakes were revealed. Since the greatest number of errors is associated with writing an essay (an essay is one of the forms of written work in which both students' knowledge and their creative potential are tested), the scientific work describes in detail the difficulties faced by students. As a result of the study, it is said about the possible linguistic and methodological assistance to teachers, about the importance of implementing textual activities in Russian language lessons. For a structural and visual representation of the proposed provisions, a model for the formation of the intellectual and creative potential of students has been compiled. Keywords: intellectual and creative potential, interest, linguodidactics, bilingual students, Russian language Olympiad, extracurricular activities | 741 | |||||
| 6807 | The article analyses the written informal professional discourse of teachers of Russian as a foreign language in the aspect of genre forms. The material for the study are the messages of teachers of Russian as a foreign language taken from the closed professional chat room RCT Talks Methodology (https://t.me/rkitoday), created in the messenger Telegram in 2020.The paper considers the genre forms of request, advice and objection. The author's typology of advice request based on the presence/absence of a backstory is presented. Such varieties of requests with a backstory as a request for advice with background data about a student, a request for advice initiated by a question from a student, a request for help complaining about the futility of efforts are presented. It is shown that in requests with prehistory all variants are directly or indirectly related to the figure of the student. The results of the analysis of advice types are summarised and a conclusion is made about the significance of the ‘student’ component for the modal framework of advice: it is the subject of benefit. Tactics and techniques in objections centred around the identity of the student or directed at the identity of the questioner are identified and described. One of the tactics in objections of the first type is to point out the inconsistency of the asserted/suggested with something, for example, the goals and objectives of teaching, language proficiency level, language norms, linguistic and cultural realities. The risk of misleading students, causing confusion and errors due to the instructor's incorrect actions is explicated in risk warning tactics. In objections against colleagues, opponents resort to labelling, appealing to personality, paraphrasing. It has been proved that the formed competences of a foreign student are used as an indicator of the teacher's professional competence, i.e. in all the cases considered, the student's personality is mentioned in the statements. The regularity of including the figure of the student in the messages allows us to call such behaviour a communicative strategy. It is concluded that professional communication in chat interaction is characterised by a high degree of evaluation, predominantly negative: the genre forms of request and response are accompanied by the modality of complaint, irony, warning, criticism, etc. The authors conclude that professional communication in chat interaction is characterised by a high degree of evaluation, predominantly negative. Keywords: professional communication, discourse of teachers of Russian as a foreign language, genre forms, request for advice, advice, objection | 734 | |||||
| 6808 | The article gives a cognitive-pragmatic description of jealousy. The material of the study are Leo Tolstoy's letters to his wife. The research is carried out by the method of discourse, pragmatic, and component analysis. On the basis of the semantic analysis, combinability of the key word of this emotional concept it is revealed that it has a script character. The paper proposes a cognitive scenario of jealousy. The author found that in a calm psychological state Tolstoy interpreted jealousy as something bad, as a misfortune, as a manifestation of selfishness. The article determines that the feeling of jealousy is a complex communicative strategy, including tactics heterogeneous in semiotic aspect. The author reveals that Tolstoy is clearly aware of the purpose of his communicative-pragmatic behavior when feeling jealousy: he wants Sophia Andreyevna to stop her relationship with Sergey I. Taneyev, which indicates his dominant role in the relationship. The work explicates several speech tactics used by Lev Nikolayevich: formation of guilt in the addressee, stimulation of sympathy and self-pity on his part; simulation of misunderstanding; reproach; evaluation of the third person acting as the cause of jealousy; comparison, prediction of consequences with exaggeration. The tactics he uses are predominantly destructive, reflecting a focus on himself. In order to manipulate Tolstoy uses a variety of means of empathy. The paper concludes that Tolstoy uses predominantly explicit tactics, openly and directly influencing the addressee. The main means of verbal objectification of jealousy are various intensifiers. Tolstoy is opinionated. His letters expressing this feeling are characterized by being illogical and inconsistent. Tolstoy explains his psychological state as follows: his wife disturbed the usual course of life, caused him anxiety, the reason for which was only in the behavior of Sophia Andreyevna, who is able to normalize the situation. Tolstoy makes demands to his wife and sets conditions for her. The study of the written manifestations of this feeling in personal discourse reconstructs a complete picture of the nature and verbalization of jealousy. Keywords: everyday discourse, emotional concept, jealousy, communicative strategy, communicative tactics, Leo Tolstoy | 731 | |||||
| 6809 | The work of A.N. Vertinsky, which became an important milestone in the development of mass art of the twentieth century and influenced the development of the genre of the author's song, attracted the attention of literary scholars only recently, which is why many aspects of the artist’s poetic heritage remain unexplored. The problem of the relationship between the "I" and the "Other" deserves special attention, conditioned by the very subjective organization of the works of the early period. In his early work (1915-1918), two artistic strategies that are fundamentally important for understanding the author’s concept are realized: interest in role-playing and autopsychological lyrics. In view of this, the purpose of this work was to consider the subjective sphere of Vertinsky’s works in the aspect of the correlation of the categories of "I" and "Other". The relevance of the study is due to the lack of works aimed at studying the aspect of creativity highlighted in this article. The implicitly revealed motive of compassion, which determines the value of the feeling of the "Other", its human beginning, becomes central to the role-playing lyrics. The role is an attempt by the author to build a dialogue with the "Other", giving a feeling of involvement, and the "little" people become the exponents of the feeling of pain and grief, which emphasizes the universal nature of the feeling of pain, equalizing all people in the face of being. Among other things, the bearers of feelings in Vertinsky’s artistic universe are animals, also acting as the "Other"; this is the author's attempt to embrace being in all its manifestations. Along with this, there are poems in which a lyrical subject is brought out, appearing as an exponent of the author's "I". The main attitude in these texts is the desire to realize oneself as a Poet, on the one hand, included in the world of his heroes, and on the other hand, capable of "fixing" the value of their experiences in the cultural space with the Word. Such a view of Vertinsky’s work allows us to see the origins of the popularity of the chansonnier's work both within his native country and among foreign audiences during his emigration. Keywords: Vertinsky, "I", "Other", role-playing lyrics, compassion, poem | 728 | |||||
| 6810 | The characteristic of the Russian education system reforms in the late 20th and early 21st centuries was AngloSaxon pedagogical traditions borrowing into the Russian education. One of the key traditions of the American education system is considered to be its autonomy from state control and academic freedom. Today, national education is facing new challenges, which requires a critical reflection of the previous period in order to create a system that meets the requirements of modern Russian society. Therefore, it is necessary to examine the historical and socio-cultural factors that influenced the development of the tradition in American education, as well as to evaluate its functioning in the Russian educational context. The research methods include content analysis of works by well-known historians and experts in the field of education. This allows us to define the principles of university autonomy, identify the strengths and weaknesses of the tradition, and assess its functioning in the modern academic framework. The historical analysis is employed to identify the social and cultural conditions that contributed to the making of the tradition within American society. An analysis of the development of educational autonomy from legal perspective serves to highlight the relative nature of this concept in contemporary US education. Thus, the establishment of communities in the American colonies prior to the establishment of centralized government gave rise to the tradition of autonomy and self-governance. The aforementioned factor was pivotal in the evolution of university autonomy, whereas the tolerance towards religious diversity resulted in the emergence of academic freedom. However, the government continues to play an influential regulatory role in the nation’s educational sector, implementing policies that govern educational institutions. This dynamic consequently blurs the notion of university autonomy. Some scholars refer to recurring cases when university administrations employ the concept of academic freedom as a means of exerting pressure on teachers who are deemed to be at odds, which suggests the need to develop mechanisms of control by society. This research can be used for further study of issues related to university autonomy, academic freedom, and the borrowing of Anglo-Saxon pedagogical traditions in the Russian educational context. Keywords: Anglo-Saxon tradition in education, autonomy of educational institutions, academic freedom, Russian education system, American education system, borrowing of educational traditions | 715 | |||||
| 6811 | The increase in the scale, complexity, stochasticity and emergence of educational projects being developed and implemented in Russia at all levels of domestic education actualizes the research of the concept of “development of risk competence”. The purpose of the article is an experimental verification of the risk management system of educational projects developed by the author as a condition for the development of students’ risk competence. As the study showed, the change in the content of training at the bachelor’s and master’s levels, consisting in the introduction of didactic units into the educational material of various academic disciplines reflecting the results of the development of a risk management system for educational projects, led to statistically significant changes in the riskological competence of students. The inclusion of a separate risk management module in the content of teacher training, as well as conducting methodological seminars, leads to an increase in their risk literacy, however, at the level of significance α = 0.01, these changes are not statistically significant. The inclusion of the results of this study in the course of discussions, discussions and decision-making by various expert communities and, thus, the impact on the heads of educational organizations did not lead to statistically significant changes in their attitude to the design of a risk management system for educational projects. At the same time, as the study showed, most managers are aware of the need for such work. The results of experimental work allow us to assert that the risk management system of educational projects is a necessary condition for the development of students’ risk competence and its implementation in pedagogical areas of training at a university is possible if this process is structured systematically, and not episodically and fragmentally. Keywords: educational project risk management system, risk management competence, higher pedagogical education | 700 | |||||
| 6812 | The objectives of the article are to analyze approaches to organizing the process of involving transport university students in research and design activities. The experience of the organization is presented, the goals and objectives of the Student Scientific Society of the Orenburg Institute of Transport are defined. The conditions for organizing research and design activities of a student at a transport university are substantiated, and the main activities carried out by students are described. The analysis of scientific literature in the designated problem field and the results of the work performed were chosen as research methods. The results of the research and project activities of the Student Scientific Society are presented based on the annual reporting and rating data of the educational institution. In the course of the work, approaches to involving students in research and design activities that have shown the greatest effectiveness were substantiated, and variants of principles for organizing student teams in working on projects were developed. The implementation of the presented approaches will make it possible to create favorable conditions in a higher technical educational institution for involving students in research and design work, which, in turn, will contribute to increasing their intellectual potential, acquiring research experience, and consciously choosing the trajectory of professional and personal development of the future railway engineer. The main approach to constructing work to include students in research and design work is the organization of classes and events of an innovative nature aimed at creating a holistic educational space, including the unity of the educational process of the university, the integration of science, education and the manufacturing industry. The main condition for the formation and implementation of the research potential of students is the organization of research and project activities of students based on building a single event space with industry enterprises of railway transport, taking into account the frontiers of science, education and production. A process of interaction between the Orenburg Institute of Railways and enterprises of the Orenburg Territorial Administration of the South Ural Railway has been developed and implemented. Keywords: research activities, project, transport university | 699 | |||||
| 6813 | Personalization of education with the ability for students to build an individual educational trajectory taking into account their professional interests is one of the priority areas for improving the higher education system. This area is supported by regulatory documents that set the task of improving the quality of training of teaching staff in the domestic education system. Scientific literature covers issues related to the essence of different learning models, features and characteristics of building individual educational trajectories, however, the practice of implementing these theoretical ideas in the training of future teachers is insufficiently presented. The purpose of the article is to present the practice of using an individual educational trajectory as the main element of personalization of education in the training of future teachers at a university. Main objectives: a) to determine the specifics of personalized education in the context of professional training; b) to study the experience of designing individual educational trajectories at Vyatka State University; c) to present interim conclusions on the use of personalized education at a university. The article describes the experience of implementing a new model for training future teachers with the construction of an individual educational trajectory that takes into account the professional needs of each student. The main areas of designing individual educational trajectories are considered: content (an educational program built on the principle of “block-modular integration”: “core” disciplines, specialized, individually and practice-oriented academic disciplines; non-linear organization of the educational process due to a combination of disciplines from different blocks in the curricula), activity-based (innovative teaching technologies, including the use of rhizome-like learning to compensate for transitions from one trajectory to another; the educational environment of the university as a stimulating factor for the activity of the student himself) and processual (practical training of students in the process of implementing educational and industrial practices, as well as in the process of studying theoretical disciplines). The described experience can be taken into account when developing educational programs for training future teachers, and also used when designing a passport of student competencies (functional portrait). Keywords: personalization of education, individual educational trajectory, design, learning models, future teacher | 699 | |||||
| 6814 | Domestic and foreign researchers pay great attention to the study of psychological and pedagogical features of students’ setting life and educational goals and factors contributing to their initiation. The continuing interest in this issue is explained by the paradigmatic transformations in Russian society and domestic education aimed at forming a person who is able to find the optimal vector of personal development and maximize individual creative potential in a dynamically changing society. This article considers the current problem of forming effective models of goal-setting activities in teaching a foreign language at a university, representing different ways of organizing joint activities of a teacher and students. The purpose of the article is to clarify the idea of goal-setting as a process contributing to the formation of the subjective position of participants in the educational space, to show the role of goal-setting as a basic and effective component in the structure of educational activities of higher education students in the process of teaching a foreign language. The paper argues that the method of goal setting determines the role relationship of participants in joint activities, allowing us to consider the content of the goal as a characteristic of educational practice and an action program. The paper examines various models of joint activities that help students build a personal educational trajectory, which is a common effort of all participants of the educational process, where students identify and reflect on their goals and objectives, methods and sources of self-development and selfeducation. The article emphasizes that a new understanding of the relationship between a teacher and students aimed at overcoming the dominance of a teacher and increasing the creativity and independence of a student does not exclude episodes of authoritarian inclusion of a teacher in the educational process, which indicates the need for a balanced relationship between participants in the educational space, taking into account the principle of complementarity. The article concludes that it is necessary to study different methods of goal setting and search for mechanisms for co-organizing approaches and models of goal-setting activities, allowing them to be adapted in the process of teaching a foreign language at a university. Keywords: goal, goal-formation, joint activities, models of joint activities, dialogue, reflection | 688 | |||||
| 6815 | This article analyzes the fundamental legislative proposals and programs implemented to enhance the qualifications of English language teachers in India. The aim of the article is to examine the structure, characteristics, elements, components, features, and principles of the foreign language teacher training system in India. The study employs a systematic analysis method. Based on the analysis of regulatory frameworks and educational policies, the main directions of reforms are identified, including the standardization of training programs, professional development of teachers, the integration of modern technologies, and international collaboration. Particular attention is given to the National Education Policy (NEP) 2020, the Right to Education Act (RTE) 2009, as well as the activities of the National Council for Teacher Education (NCTE) and the National Council of Educational Research and Training (NCERT), State Council of Educational Research and Training (SCERT). The components of the foreign language teacher training system include the goal-oriented, value-based, regulatory, organizationalprocedural, content-based, evaluative-resultative, and conceptual aspects. The article provides an analysis of the current shortcomings of the foreign language education system in India. The risks and challenges associated with the functioning of the foreign language education system in India are described. It is concluded that the training of foreign language teachers in India holds profound significance, extending beyond narrow professional training to encompass aspects of cognition, intercultural interaction, personal development, and social progress. Key factors determining the importance of high-quality training for future foreign language teachers in India are identified: the «social lift» factor, the globalization factor, and the factor of striving for a normative variety of English. In conclusion, it is noted that India’s educational language policy aims to strike a balance between preserving cultural heritage, supporting multilingualism, and preparing citizens to participate in a globalized world. Keywords: India, English, foreign language teacher, globalization, professional training, standard English, system | 680 | |||||
| 6816 | This article summarizes effective methods of teaching this type of Russian speech acquisition to foreign listeners, in particular Africans, based on the principles of teaching listening and practical teaching experience. The purpose of this study is to consider interactive methods in the listening process and modify language skills and techniques. To achieve the set goal, the following research methods were used: observation, statistical methods of processing the results, comparison, generalization of the practical experience of teaching Russian to foreign students. The study of the process of teaching listening can be carried out using content analysis and methodological, psychological, linguistic and psycholinguistic analysis of literature; empirical research methods (observation, comparison, experiment); quantitative and qualitative methods of data processing; theoretical methods (analysis, synthesis, generalization, forecasting, formulating hypotheses); practical methods (description, questionnaires, surveys, modeling of materials). Research results: an important principle of teaching listening is to provide foreigners with understandable information. The purpose of teaching listening is to improve the micro-skills of listening in foreign citizens, in our case, in African students. Interactive listening methods include word training, which includes repetition after listening, listening and explanation of words, word association, sequential pronunciation of numbers, pronunciation of dissimilar words and identification of an extra word, as well as sentence training, which is a replacement of the sentence structure, answers to questions, rewriting sentences in accordance with the requirements. The authors of the article come to the conclusion that the adaptation of the presented methods in teaching Russian as a foreign language can improve the effectiveness of listening to spoken Russian. We believe that teaching listening is still very superficial and requires constant study and refinement, testing of new methods and use of additional tools, exchange of experience with other colleagues. Keywords: listening classes, principles of teaching listening, Russian as a foreign language, Africans | 671 | |||||
| 6817 | This article is devoted to the study of the harlequinade grotesque in the short stories by Ludwig Tieck, a representative of the German romantic tradition. The research material is Tieck’s works “The Goblet” and “The Lovecharm”. The author of the article establishes that in “The Goblet” the prototypes of Ferdinand and Francesca are the Lovers of the commedia dell’arte, and the prototype of Albert is Pantaloon. Tieck modifies the traditional commedia plot about the conflict between the Lovers and Pantaloon (the young people run away from the old despot who does not let them get married), turning the classic story about the victory of love over calculation into a tragicomedy in which the egocentrism, illusions and fears of the Lover destroy his personal happiness. Pantaloon in the short story appears in the role of an alchemist, which is a direct reference to the work of the English playwright Ben Jonson. Tieck’s distortion of the commedia plot becomes a tool for conveying romantic irony in the work, as well as the writer’s belief that the unwillingness to fight for love is unnatural and leads to tragedy. The introduction of commedia images and motifs in Tieck’s short story “The Lovecharm” also works for romantic irony, with the help of which Tieck reveals the complexity and absurdity of human actions. The prototypes of Emilius, his bride, Roderick and Alexia are Pierrot, Pierrette, Harlequin and Ruffiana, respectively. Roderick-Harlequin is the bearer of a carnival worldview (renewing, vital and revealing human potential), and Emilius-Pierrot is the bearer of a masquerade worldview (filled with fear, suspicion and the need to conceal). The Harlequinade grotesque in the work is born at the point of collision of these two types of worldview. Thus, in Tieck’s work, the grotesque manifests itself at the character and plot levels; it is born when the buffoonish commedia aesthetics is superimposed on the gloomy background of the events depicted. The functions of the harlequinade grotesque in Tieck’s work are reduced to the theatricalization of the artistic text; the opposition of the carnival and masquerade worldviews; the transmission of romantic irony; the creation of the effect of alienation; the transmission of Tieck’s worldview. Keywords: grotesque, commedia dell’arte, Tieck, romanticism, German literature | 668 | |||||
| 6818 | The article discusses the issues of reforming the Mongolian educational system, concerning the implementation of the new basic educational program and the updating of textbooks. The features of developing reading skills in Mongolian students in the context of integrating the subjects “Literary Reading” and “Mongolian Language” are identified. A review of the “Mongolian Language” textbooks for grades 1–5 has revealed the range of Russian folklore and literature texts included in them. This creates an opportunity for Mongolian students to learn about Russian folk traditions and the values of Russian culture. The content of the textbooks suggests that the methodology of teaching Mongolian through reading texts representing Russian literature is aimed at engaging Mongolian primary school students in understanding the values of a different culture. An analysis of the composition of the texts of Russian fiction proposed by Mongolian specialists for study in elementary schools allows us to state that the selection criteria were, firstly, the correspondence of the poetics and problems of the texts to the age-related features of text perception, and secondly, their educational potential. The works included in the textbooks correspond to the reading circle of Russian preschoolers and primary school students (the fairy tales “Turnip,” “Kolobok,” “The Fox and the Goat,” and the texts of children’s writers and poets such as L. Tolstoy, I Krylov, A Kuprin, S Marshak, N Nosov, V Sukhomlinsky). In most of the works, the central characters are children, which is important, as it is methodologically easier to reveal the characters of Russian people, ideas, and values of another culture through characters of the same age. The inclusion of foreign-language works in “Mongolian Language” which combines linguistics with literary reading, helps to expand the worldview of Mongolian children. The use of Russian folklore and literature demonstrates the importance of building intercultural connections with Russia for Mongolian primary education. At the same time, the correlation between texts and topics allows us to see that the study of Russian folklore and literature is related to the development of students’ meta-subject skills. Keywords: Reforms of the Mongolian educational system, primary education, Mongolian language textbook, the content of education, Russian literature | 662 | |||||
| 6819 | The heritage of two world powers, Russia and China, possesses immense potential in shaping the future development of the education system. It is relevant to run into the problem of traditions and innovations because modern world is rapidly mastering advanced technologies, including the artificial intelligence. The history and culture of both countries are the main sources in the understanding of interconnections teacher – student, content of education – technologies. This comparative-historical study allows to define the importance of the mentor’s role in educating the rising generation. The study of Confucian ideas and Russian socio-pedagogical thought reveals a deep layer of worldview issues. Value-semantic characteristics form the core of a civilization. The author’s perception of the meaning-forming heritage of the two civilizations actualizes the research methodology. The author assumes that methodology and value system are dialectically related in the cognition. Methodological approaches to social construction go back to moral philosophy in both China and Russia. The article analyzes the distinctive features of the Russian tradition. Upbringing and education have been closely related to Orthodox understanding of the world for centuries in Russia. It laid the foundations of worldview, goals and meaning of life. The secularization of consciousness contributed to the breaking of these relationships. The author gives examples of dialogue between nihilists and those who are considered to be conservatives, on the example of confrontation in space of Literary and public discussions of the XIX century. The author concludes that the experience accumulated by two different civilizations makes it possible to solve modern problems of education using a general humanitarian, general philosophical approach. The main principle of a harmonious combination of traditions and innovations should be implemented in the era of the digital economy. The author refers to the modern practice of interaction between Moscow State Pedagogical University and leading pedagogical universities in China to create “positive” training technologies based on the integration of technological and humanitarian components. Moscow State Pedagogical University has the experience of the pilot project on the implementation of the educational and educational component of the educational process. The author’s conclusion actualizes the significance of the application of methodological solutions that contribute to the development of personality in conjunction with the cultural and historical context. Keywords: pedagogical traditions, innovations in education, Russian pedagogical thought, Chinese experience, values and meanings, unity of history and culture, methodology of education, civilizational heritage | 656 | |||||
| 6820 | The study examines proverbs that represent the situation of olfactory perception from a linguocultural perspective. The relevance of the work is determined by the following factors: the active development of linguistic sensory studies and linguoculturology, which focus on humans and how they interpret the facts of the surrounding reality; the interest in folklore texts that allow for the reconstruction of folk representations of the world; and the possibility of integrating the research into the scientific context and expanding the understanding of the semantics of olfactory perception and its national-cultural specificity in folk sayings. The aim of the study is to investigate the literal and figurative meanings of lexical units that objectify the situation of olfactory perception in proverbs and to identify the linguocultural information they contain. The research material consists of proverbs from V.I. Dal’s collection “Proverbs of the Russian People”, which verbalize the situation of olfactory perception. The analyzed corpus of folk sayings comprises 66 units. The study employs methods such as the descriptive method, component and contextual analysis, and semantic analysis. The research demonstrates that olfactory verbs in proverbs realize both literal and figurative, culturally conditioned meanings. In folk culture, verbs such as sniff, sense, smell, stink, emit a smell are associated with unpleasant odors and are used to characterize individuals, their negative traits, social status, and various life situations. The verbs sniff, stink, smell emphasize a person’s low social status, occupation, and objectify qualities such as duplicity, cunning, and aggression. The verbs sniff and sense highlight the discrepancy between a person’s desires and their capabilities. The verbs smell and reek – serve as markers of something bad or illegal. In folk consciousness, negative things tend to leave traces and persist in memory for a long time. The verb smell verbalizes the categories of “life” and “death”, objectifying the idea that the approach of certain events (often negative) is accompanied by olfactory signs. The verb sniff denotes not only the perception of smells but also the experience of need and deprivation. This verb is associated with the manifestation of caution. Keywords: situation of olfactory perception, linguocultural approach, verbs of smell perception, verbs of smell diffusion, verbs meaning “emit a smell”, verbs meaning “movement of smell”, literal and figurative meanings | 649 | |||||
| 6821 | The relevance of this study stems from the need to improve the management talent pool for the regional education system in the context of the implementation of the Strategy for the Development of Education in the Russian Federation until 2036 and the implementation of new national projects. The research objective is to identify the potential of integration processes and strategies to improve the effectiveness of the formation and training of management personnel for the education system at the regional level. The aim of the study was to identify, scientifically substantiate, and conceptualize the potential of integration processes as a basis for developing integration strategies in developing a management talent pool for the regional education system as a priority for personnel policy in this area. The methodological basis of the study was the activity-based, ecosystem-based, and andragogical approaches. The following methods were used: theoretical analysis of scientific literature and regulatory documents (2018–2025); content analysis of regional policy documents; statistical analysis of data from the regional education system of Tomsk Oblast; expert survey of heads of educational organizations (n = 87); focus groups with the participation of regional experts (n = 19). The study’s results identify three key areas of integration processes that form the basis for corresponding integration strategies in addressing the challenges of developing a management talent pool for the regional education system: vertical integration of education levels; interdepartmental integration; and integration of formal and informal education. A conceptualization of approaches to developing the regional education system’s human resource potential was achieved through the updated integration practices and the transition to strategic management of integration processes in developing and managing the management talent pool. The practical significance of this study lies in identifying mechanisms and strategic guidelines for using the integration processes and results to improve regional human resources policy in the education system. Keywords: regional education system, human resources potential, human resources policy, management personnel reserve, integration processes and strategies, ecosystem approach | 645 | |||||
| 6822 | Research interest in borrowings of the Petrine time remains due to fairly large number of rooted words and their significant impact on the development of the Russian language. The purpose of this work is to determine the main ways of semantic development of English-language borrowings of the Petrovsky time by analyzing their semantic changes and adaptation tools in the Russian language system. As an object of the study, the article discusses the nature and methods of semantic changes in English-language borrowings of the Petrine era in a diachronic aspect. The main focus of the study is aimed at identifying dominant models of semantic changes, namely, the prevailing schemes for transformating the meaning of English-language borrowings of the Petrine time since their penetration in the system of the Russian language. Selected for the research by random sampling from the first dictionaries and glossaries the early English-language borrowings were analyzed by the method of comparative analysis with their etymons, classified by the types of semantic shifts as well there was identified the most active period of their use by studying their frequency with the corpus analysis method. According to the research there were identified two large categories of English-language borrowings reflecting the range of their semantic mobility. The borrowings having a low ipm and often keeping the connection with their English etymons relate to the first category with weak semantic mobility. These are the words that mean special terms borrowed without any semantic changes. Subsequently such words as sea terms, scientific, economic, administrative terms and names of measurements don’t have semantic mobility in the language-recipient. The words not relating to the Russian reality turn out to be semantically unmovable and then leave the Russian language vocabulary as outdated words. Different barbarisms can belong to this category too. Another category consists of entrenched borrowings that have changed structurally and semantically during the adaptation process. Most of them have high frequency of use and good semantic mobility, using their polysemic potential and changing one or several meanings. Keywords: Petrine loanwords, English borrowings, Anglicisms, semantic changes, semantic shift, combined semantic shift, dominant models, adaptation process | 641 | |||||
| 6823 | The article is devoted to the development of a descriptive model of a folklore expedition diary as a discursive practice. Different types of diaries, the problem of their intra-genre typology, aspects of study, nomination of discourses that include texts of this type are considered. The relevance of such a study is determined by the attention of representatives of different humanities to ego-texts created by an ‘ordinary’ person, the development of interdisciplinary branches such as autoethnography, autobiographical studies, history of everyday life, and memory studies. At the same time, the relevance is conditioned by the need to identify and describe different types of discourse, in particular diary discourse and its varieties. The study involves 56 diaries created by students of the Faculty of Philology of Tomsk State University during summer folklore practices from 1960 to 1980 in the villages of Tomsk, Novosibirsk and Kemerovo regions. In these diaries the students recorded their impressions, described their work in the villages, communication with folklore bearers, as well as the collected material. The novelty of the study is determined by the aspect of their research – for the first time the expedition diary is considered as a discursive practice and for the first time diaries of this type are studied. The paper examines the key markers of the expedition diary as a discursive practice and substantiates the need to analyze them from this perspective. Based on the existing descriptive models and the peculiarities of the material under study, a descriptive model of the folklore expedition diary is proposed. The model includes the following parameters: socio-cultural context of discursive practice (sphere, institution, social groups, number of communicators); communicative purpose, communicative strategies, description of interdiscursive inclusions; duration of discursive practice; participants of communication (images of the author, addressee, informant); composition; chronotope; speech genres; conceptual saturation; means involved (verbal/non-verbal). This model has been tested on the diaries: it has been revealed that they reflect the extralinguistic conditions of their creation, the author and addressee do not always coincide, time and space are expressed explicitly; in the structure of the diary there are speech genres of edification, greeting, farewell, etc., one of the key concepts is the concept of “Way”, the linguistic embodiment is characterized by a rich repertoire of lexical and grammatical means. Keywords: discourse, discursive practice, diary discourse, diary, practice diary, expedition diary, field diary | 636 | |||||
| 6824 | The article considers regulatory models reflecting the features of N.A. Zabolotsky’s poetic worldview and the dynamics of his creations. The relevance of the research is related to the need to study the effectiveness of the creative dialogue between the author and the addressee based on the linguistic means used by the author and their special foundation. This is due to the development of a global problem of understanding and specificity of aesthetic impact on the reader. The goal of the article is to clarify the definition of the regulatory model and to identify the features of their release in N.A. Zabolotsky’s poems written in different years. As material for the article used N.A. Zabolotsky’s poems of various years from the author’s collections Columns and Poems (1926–1933) and Poems (1932–1958). The research based on the use of the methodology of the communicative stylistics of the text, including the methods of semantic-stylistic, contextual and comparative analysis. It is stated that among the regulatory structures reflecting the interrelation of individual regulatory means at the level of text elements, the concept of a regulatory model is highlighted in the communicative style. Unlike other researchers worked within this scientific field, regulatory models are considered in the article at the level of separate relatively autonomous fragments of text in associative-semantic terms, corresponding to a certain micro-goal of the author in the process of general textual deployment. These mixed intermediate regulatory models reflect the interrelation of various regulatory tools and stylistic techniques and are considered as one of the stages in the implementation of the overall target program of the text in accordance with the author’s intention. They have their own specifics for different authors. Their identification is important interpretatively for understanding the author’s idiosyncrasy in his dialogue with the reader and studying the features of the author’s poetic worldview. In N.A. Zabolotsky’s lyrics, the dominant models of this type include regulatory models that include, in addition to various types of tropic blocks, the method of personification. The most frequent in early lyrics are regulatory models, which include tropic blocks and the grotesque. In the late lyric, among the regulatory models of this intermediate type, combinations of tropeic blocks predominate, often including the doubling of trails of the same type. By the nature of semantic relations and functions in the poet’s lyrics, these regulatory models are models of an amplifying-convergent type. The conducted research revealed some features of N.A. Zabolotsky’s idiosyncrasy in the communicative and activity aspect from the point of view of the author’s verbal skill in organizing a dialogue with the reader. Further study of various aspects of the regularity of poetic texts is of interest for the communicative theory of text, linguistic pragmatics and communicative stylistics. Keywords: communicative stylistics of the text, theory of regularity, regulatory model, regulatory tools, stylistic device, N.A. Zabolotsky | 632 | |||||
| 6825 | The study of means and methods of speech influence remains a pressing issue for various areas of communication, since at all times it is important for a person to have an effect on interlocutors and be understood. Lexical means have special pragmatics, given their various nature and basic character for transmitting information and influencing the addressee. The modern digital age is no exception, although the range of communication tools used has expanded significantly due to new information and computer technologies. The anthropocentrism of the modern scientific linguistic paradigm, the insufficient study of the information and influence potential of new media genres, new communication channels and communication formats that are implemented in the Telegram channel, determines the need to study the media discourse of the leading Telegram channel that has an impact on the mass audience. Despite the existing studies devoted to media discourse and the means of exposure on it, the issue of means of influence in the media discourse of leading Telegram channels remains insufficiently studied. These factors determine the novelty of the platform and its specificity, which requires separate analysis. The purpose of the article is to identify and analyze the main means of influence used in the media discourse of the leading Telegram channel, as well as to determine their effectiveness and impact on the mass addressee. The article examines two public open Telegram channels – “I am in chalk” and the Telegram channel – “Button”. The study is based on the use of speech influence theory, methods of content analysis, discourse analysis, semiotic and comparative analysis of channels. An algorithm for analyzing Telegram channels has been developed, which is relevant for studying the pragmatics of the speech influence tools used by the presenter. It includes the following parameters: 1) content and structure: a) channel purpose and choice of strategy; b) publication format; c) sections/headings; d) key topics; 2) sociology of the channel, the relationship between publication formats; 3) analysis of means of influence: a) stylistic features and type of speech; b) vocabulary in terms of usage, active/passive vocabulary, expressive-stylistic marking; c) visual accents of the text; d) interactive elements; 4) analysis of the audience’s reaction to publications (comments, reposts). The study found that using a variety of media, such as emotionally marked text, visual elements and interactive formats, significantly increased audience interest. The most effective approaches were those that combined text with visuals and interactive elements. Visual elements, including images, videos and infographics, are of consequence in attracting attention and improving the perception of information. It has been established that posts with visual content receive more views and audience reactions compared to text publications. Posts that have, in addition to text messages, various visual content, enjoy greater attention and interest from users, and have more views. Audience activity increases if the author uses dialogue and appeals, expressive-emotional vocabulary, rhetorical questions, and exclamatory sentences. Effective use of linguistic and visual means of influence, dialogic forms of communication in the media discourse of the leading Telegram channel attracts the audience, increases its interest in the Telegram channel. It is necessary to take into account the addressee factor and the characteristics of the target audience in the use of means of influence. The results of the study are of interest for functional lexicology, communicative theory of text, and media stylistics. Keywords: Telegram channel, media discourse, means of influence, methods of analyzing the presenter’s media discourse | 632 | |||||
| 6826 | The analysis of Lena Eltang’s “Cartagena” is made taking into account the works on the transformation of the detective novel under the influence of modernist aesthetics. The modernist novel is based on postclassical “philosophical metaphysic” (M.A. Mozheyko), which leads to the rejection of traditional detective categories (the search for and affirmation of the truth, the restoration of an objective picture of the incident and justice). The article raises the problem of defining the aesthetic nature of the analyzed novel and distinguishing between (neo)modernism and postmodernism, characterized by the use of similar techniques (play, intertextuality, polysemy of images), but for the expression of fundamentally different worldviews. The detective intrigue is built in the novel through a narratological strategy of “calling out” the voices of focalized characters, each of whom gives a fragmented, subjective and different version of events, while changing over time. In addition, the images of the characters of “Cartagena” are endowed with ambivalent semantics and combine opposite meanings: victim and investigator, murderer and victim, detective and murderer. To create a detective intrigue, L. Eltang uses various techniques of disrupting communication between the narrator characters (incorrect attribution of authorship, substitution of the addressee, untimely receipt of information, error in determining the fictional or documentary nature of the text). The novel lacks the framework of a conceptualized narrative, but the first and last entries belong to Marcus, who explains his idea of creating a novel about the investigation of a series of murders that occurred at Briatico. This allows us to interpret “Cartagena” as a meta-novel, which focuses on the plot of the writer’s birth and formation, the process of creating a fictitious text based on a detective investigation. The specifics of the development of detective intrigue, the themes of the artist’s relationship with the surrounding reality and the “melting down” of reality into text, the reflection of the epistemological possibilities and limitations of man in comprehending reality, techniques that reveal the subjective worldview prove the modernist nature of “Cartagena”. Keywords: L. Eltang, contemporary literature, (neo)modernist detective story, neomodernism, detective intrigue, error motive | 632 | |||||
| 6827 | Systematization of information flows is an important step for effective data management, optimization of processes and informed decision-making. In education, systematization plays a key role in improving the effectiveness of the educational process, improving communication and optimizing the administration of educational institutions. Modern search systems help sort and filter information by relevance, enabling users to find the most appropriate results according to their queries, which is especially important when working with large amounts of data. However, the differentiation of systems makes it more difficult to work with them. Scientific and technical knowledge is rapidly increasing, requiring teachers to review the methods using developing digital resources. It is assumed that the introduction of databases into practice in order to systematize educational information will make it more readable and simplify work in the future. Teachers of humanities in universities, using the example of the discipline “foreign language”, have the opportunity to store linguistic units forming dictionary entries, as well as fullfledged texts in the form of a database. It becomes easier to structure control, assessment and examination materials and educational information. The article provides an example of the databases formation based on personalized methodological content according to the level of education and the level of initial training of students. The review of data structuring options indicated the relational model as the most optimal for our tasks. Further, in order to organize a faster and more visual subsequent extraction of the requested information, the content was sorted according to such criteria as the level of study and the term. Based on the results of the study, it is concluded that this type of data systematization will help the target audience to significantly facilitate the search and application of information. In general, the use of databases in education is currently a poorly developed, but very promising area that makes it possible to make the educational process, in particular in higher education, the most effective. Keywords: Educational data structuring, database in the educational process, systematization of information flows in education, information technology in the educational process, digital educational environment | 630 | |||||
| 6828 | The article tests one of the variants of the cognitive-semantic approach to the study of the polysemantic adjective "official": a frame-proposition 'Official action' is constructed, in which the component representatives represent a systematized speech context of the lexical unit under study. The use of frame modeling seems relevant, since it meets modern ideas about the functioning meaning, combining different types of knowledge about the word, including extralinguistic information. The aim of the study is to clarify the semantic structure of "official" in the context of different lexicographic solutions and a dynamically developing social context. The article is written on the basis of the National Corpus of the Russian Language, the material is chronologically limited to 2010-2021. In the frame proposition, in addition to the constant attribute "official" and the predicate, the semantic roles of Agent, Result, Method, Experiencer, Means, Potential Counterparty, Beneficiary, Social Environment are distinguished. These semantic roles partially correlate with dictionary meanings. Mapping the semantic space of "official" based on the representations of semantic roles according to the obtained result turned out to be the closest to the lexicographic solutions of the "Modern Explanatory Dictionary of the Russian Language" by T. F. Efremova and the "Big Academic Dictionary of the Russian Language" (vol. 15). The scientific novelty of the conducted research is connected with the description of the dynamics of the basic meaning of “official” (expansion of the denotation of the Agent at the expense of non-state actors); interpretation of non-standard word usages (explanation of the possibility of their use by the speaker’s reliance on the social norm); identification of the semantic core of the polysemantic. It has been established that the core semantic features of “official”, which are expressed by representatives of the majority of semantic roles and are regularly implied, are ‘norm’ and ‘document’. Keywords: polysemantic word, “official”, frame proposition, semantic role, core of meaning, non-standard combination, dynamics of meaning, extralinguistic information | 618 | |||||
| 6829 | Currently, professional language awareness is in the field of close attention of Russian linguists. Scientists are interested in the content of images of professional linguistic consciousness of people of different professions, including military specialists. This article is devoted to the description of the specifics of the professional linguistic consciousness of Russian-speaking (Russian) and foreign-speaking (foreign) military specialists from near and far abroad who master the academic military educational discourse. The practical significance of this research is related to the possibility of using the results obtained when reading courses on the study of linguistic consciousness, professional linguistic personality. The purpose of the article is to describe the specifics of the professional linguistic consciousness of Russian-speaking and foreign-speaking military specialists based on a comparative analysis of the obtained associations of three focus groups. The research material was the data obtained as a result of the analysis of the conducted free associative experiment. The respondents were Russian-speaking and foreign-speaking (Kazakhstan and Mali) students of the Military Academy of the General Staff of the Armed Forces of the Russian Federation. These military personnel study at the same military educational institution according to the same educational programs, however, foreign-speaking students are distinguished not only by belonging to different cultures, including professional ones, but also by their level of proficiency in Russian (Kazakh military specialists − C1, Malian military specialists − B2). The lexical units “Service” and “Collection”, which capture significant concepts of academic military educational discourse, were chosen as incentive words. As a result of the study of the associative potential of the listed stimulus words, the peculiarities of the representation of lexical units in the linguistic consciousness of military specialists were revealed. Data analysis has shown that professional linguistic consciousness is formed under the influence of native culture. It was also proved that the level of language proficiency, knowledge of professional culture, determines the worldview of the professional personality of a military man, while the profession determines the common core of the world model, as evidenced by the data obtained during a free associative experiment. Keywords: free associative experiment, professional linguistic consciousness, Russian-speaking military personnel, foreign-speaking military personnel, psycholinguistic experiment, military specialists | 616 | |||||
| 6830 | The purpose of this paper is to demonstrate the approach developed by the authors to assess the current performance of students using the Kullback-Leibler information measure. The methods used are informational, statistical methods. They found their application to the analysis of event pedagogy. The key events under investigation in the article are the results of computerized testing. They can be considered as random events that are influenced by different circumstances and the events are difficult to control. The paper uses the well-known Kullback-Leibler information method. In order for an information method to become a working applied technology, it must be accompanied by a number of additional procedures and tasks related to 1) the preparation of data for the calculations, 2) the calculations themselves, taking into account the limitations and fulfilment of the applicability criteria of the method, and 3) possible techniques for analysing the results of the study. A description of these procedures can be found in the paper. The proposed method for evaluating student test scores takes into account expectations of student success based on prior academic achievement, as well as performance in the context of whole student group performance. In addition, the paper shows the consistency of the obtained results when comparing them with those obtained when using the Mann – Whitney method in pedagogy and psychology research in hypothesis testing. The scientific novelty of the work consists in building appropriate procedures with orientation on pedagogical applications. The presentation is based on the use of specific experimental data obtained as part of the current control after the study of a topic in physics. The practical significance of the work is seen in the possibility of applying the Kullback-Leibler measure to the study of the role of latent variables in the educational process, as well as in the course of experimental teaching by future candidates for degrees in pedagogy. Keywords: testing, knowledge, control of the level of knowledge, hereditarity, IRT models, information measure, Kullback-Leibler divergence, probability measures, learning analytics emotiology, emotivity, emotive, emotive phonetic meaning (EPS), expressive-evaluative morpheme, emotive lexicon | 615 | |||||
| 6831 | Working on the prevention of lexical errors is an important stage in the formation of a foreign student's linguistic competence. The relevance of this topic is determined by the need for a comprehensive analysis of the lexical errors made by Iranian students at the preparatory department of the Moscow State Pedagogical University and the Academy of Labor and Social Relations (Moscow) in the process of learning Russian (level A2+). Understanding and addressing the causes of lexical errors will help Russian as a foreign language teachers to properly classify them and organize systematic efforts to prevent and correct them. The purpose of the study is to identify the types of lexical errors in the speech of Iranian students based on specific linguistic material, provide their internal classification and methods of formal description, and suggest ways to eliminate them. The following research methods were used: analysis and synthesis of scientific sources on the research problem to determine its initial provisions; systematization of data for a comprehensive analysis of lexical errors made by Iranian students; direct observation and collection of information through purposeful perception and registration of typical lexical errors. The frequency types of lexical errors are revealed: inability to find a word that adequately expresses a thought, failure to take into account its stylistic coloring, misunderstanding of the meaning of a polysemous word, confusion of words with similar meanings, violation of the patterns of their compatibility, non-differentiation of homonymy and paronymy, the use of Russian words in unusual meanings under the influence of the Persian language. Lexical and semantic exercises are proposed to prevent lexical errors. The necessity and expediency of work on the prevention of lexical errors is shown by the example of work on color vocabulary. The article's findings can be used to organize systematic work aimed at preventing and correcting errors of this type. Keywords: vocabulary, semantics, word meaning, lexical norms, typical lexical errors, teaching foreigners | 614 | |||||
| 6832 | The narration from the perspective of a child character is often found in modern short prose books for children (A. Orlova, A. Petrova, A. Anisimova, S. Makhotin, etc.). It is significant for such books to understand the hierarchy of adult and child voices, identities. In the literature of the 19th and 20th centuries (autobiographical prose about childhood, teenage novels of the 1960s and 80s, etc.) the text structure clearly embodied the voice of an adult narrator, who commented, drew conclusions, and corrected the mistakes of a child character. In modern books of short prose for children there are no such explicit forms of expression of the author's identity, which is associated with the specifics of children's literature today (avoiding didacticism, inviting a child to play, communication co-reflection; addressing the text to a child and an adult). These features require a solution to the question how the position of the adult speaker is realized in books of short prose with narration from the perspective of a child. Is there really no didacticism in such texts, or does it take on other unobvious forms? Finally, are short prose books for children bi-address, and how is being the addressing done? During the research, a number of conclusions about the specifics of the author's position and the forms of addressing in А. Anisimova's "The Cedar Elephant". The author's position is not characterized by open didacticism – the "modality of knowledge" (V.I. Tjupa) appears only at the beginning of the book, mediated by children's consciousness and then replaced by other “modalities"; the "modality of persuasion" taken into a subtext, addressed to at adult as well. The author's position reviewed is akin to the careful position of the "modality of understanding". If addressing a child in the books under consideration occurs at the level of the plot-character and through the visual side of the book, then addressing to an adult is embodied primarily in building a corpus of texts – division of books into sections, presence of doublet texts, etc. Keywords: bi-addressing, the narration from the perspective of a child, a child narrator, author's position, a book of short prose, modern children's literature | 607 | |||||
| 6833 | The article explores some aspects of the application of artificial intelligence (AI) technologies in the educational sphere, showing their demand for economic realities of post-modernity. It is emphasised that the integration of artificial intelligence into the educational system meets the imperatives of time – historical, technological, sociocultural. The idea is traced that the use of digital resources, artificial intelligence technologies in particular, gives education a continuous, accessible and qualitative character, creates conditions for the development of creative educational practices that contribute to the improvement of special and professional competences required for Industry 4.0. It is noted that the application of artificial intelligence in education contributes to the improvement of methodological and didactic methods, their filling with modern digital content. The article focuses on the fact that the application of AI helps to increase digital literacy of all participants of the educational process, contributes to the processes of their self-actualisation and self-identification. The role of artificial intelligence in the development of individual (personalised) learning practices is revealed. The possibilities of AI in the development of educational innovations that ensure scientific and technological progress are shown. The innovative nature of the applied AI technologies is emphasised. The article shows the role of AI in providing competitive advantages, including in the field of education, in the formation of knowledge economy and, consequently, human capital, the development of which largely depends on the degree of digital equipment of educational institutions. It is noted that digital inequality is also found in the educational environment, which negatively affects its development prospects. It is stressed that artificial intelligence, despite its ambiguous consequences, helps to predict and overcome possible risks and threats faced by the modern education system, which is experiencing the contradictory impact of globalisation of education. Artificial intelligence is considered as a prerequisite for the development of society and its components, as a mainstream trend that allows reducing the risks of technological and economic lag. It is emphasised that the success of AI application depends on its perception as a necessary educational and pedagogical attitude. Keywords: digitalisation, artificial intelligence, digital infrastructure, educational activity, innovativeness, competence, personalisation, inclusiveness | 606 | |||||
| 6834 | The digital transformation of the economy and social life, as well as changes in the labour market, have led to the integration of novel educational technologies into the teaching process by universities. This integration is designed to equip graduates with the skills required to perform modern professional activities in the digital environment. The objective of this study is to provide a detailed account of the implementation of cognitive visualisation technology in the context of foreign language instruction for humanitarian students, with a subsequent analysis of the results obtained. Such theoretical and empirical methods as observation, experiment, formalised questionnaire survey, expert evaluation and statistical analysis were used. The novelty of the study lies in the fact that students act as subjects of the educational process, independently creating various types of visualisations and personal tools for analysing the information flow. The application of expert and subjective evaluation techniques has revealed a significant increase in the level of development of cognitive visualisation competence, as indicated by the mean score and mode. The results of the subjective assessment showed an improvement in the level of digital competence development in the experimental group compared to the control group. The participants of the experiment successfully acquired the ability to structure a visualised digital product, enhancing their proficiency in the logic of presenting visual information and its analysis, as well as in imaginative and visual thinking. They exhibited a marked enhancement in their competencies with regard to the presentation of visual information and its analysis, as well as in the domains of imaginative and visual thinking. It is evident that there has been a marked increase in the level of students’ awareness with regard to safety issues in the digital environment and the ethical aspects of digital technologies. It has been determined that the integration of visualisation technology in foreign language teaching fosters the development of both cognitive visualisation skills within the framework of communicative competence and digital competence. This, in turn, enhances students’ adaptability to new technologies and their flexibility in utilising these tools. Keywords: foreign languages, cognitive visualisation, visual information, critical thinking, digital competence | 602 | |||||
| 6835 | Strengthening the developmental side of high school requires major changes in the construction of the content of modern educational material in physics. Showing the importance of the formation of high school students’ ideas about the modern scientific picture of the world in physics lessons, we thereby reveal the methods of forming students’ ability to independently observe, experiment, work with modern scientific literature, which reveals the object described in the work. The practical significance of this work demonstrates the importance of the proposed recommendations on the use of the potential of methodological and physical knowledge in the formation of ideas about the modern scientific picture of the world among high school students. The goal is to substantiate and develop the theoretical foundations of the methodological preparation of students to work with modern scientific knowledge with the subsequent formation of their scientific worldview and a modern scientific picture of the world as a whole. In addition, the work attempts to analyze the theoretical approaches and experience of methodological training of modern physics teachers, determine a strategy for its improvement and correlate with practice the process of teaching students in physics lessons with modern scientific knowledge. The relevance of the study is due to the need to build a model of the methodological system of the process of forming ideas about the modern scientific picture of the world among secondary school students. The results of the tested material on the formation of a scientific worldview and ideas about the modern scientific picture of the world as a whole among high school students are presented. To improve the effectiveness of student learning, it is necessary to reduce the amount of information received by completely or partially replacing the classical base available in the curriculum with a modern one, which has proven its usefulness against the classical one in the course of research done by prominent scientists in the field of philosophy, pedagogy and methodology. Thus, the acquired scientific knowledge can be applied in the life of students. Therefore, at present, a modern teacher is faced with the task, using modern knowledge and methods, to form in students not only intelligence, creative thinking, but also a scientific worldview, as well as ideas about the modern scientific picture of the world. Keywords: high school students, students, school physics, scientific worldview, modern scientific picture of the world, fundamental physical concepts, modern scientific concepts | 601 | |||||
| 6836 | The article presents the results of a research on designing a structural and functional model of developing digital scientific literacy (DSL) in secondary school students. The relevance of the research is determined by the strategic objectives of the Russian Federation in the field of digital transformation of education and ensuring economic security, fixed in key government documents. Digital scientific literacy is defined as an integrative personality quality that combines the skills of effective use of digital technologies for searching, analyzing, critically evaluating and processing scientific information, as well as for communicating and solving research problems in a digital environment. In this study, the scope of its application is narrowed to the interaction of schoolchildren with scientific information in the educational process and in everyday life. The model is based on a synthesis of four methodological approaches: systemic (ensuring integrity), informational (focusing on working with information flows), polymodal (taking into account various channels of perception) and personality-oriented (aimed at individualization). This allows for the flexibility and adaptability of the educational process. The structure of the model identifies three interrelated components: motivational and value-based (forming a conscious need for developing DSL and ethical attitudes), content-based (integrating objectives, subject matter, methods and pedagogical conditions) and analytical and resultative (carrying out diagnostics of the levels of developing DSL and correction of the process). Special attention is paid to the implementation of the principles of flexibility and adaptability, increasing complexity of information flows, polymodality and facilitative interaction of subjects of education. The model was tested on the basis of three secondary schools, which confirmed the effectiveness of the chosen approaches and organizational and pedagogical conditions. The diagnostic tools developed and validated during the experiment provide teachers with a practical tool for assessing the level of developing of DSL in school students. The theoretical significance of the research lies in overcoming the fragmentation of existing concepts through the integration of research competencies and digital didactics into a holistic model. The practical significance lies in the possibility of using the model for designing educational programs, improving pedagogical technologies and developing methodological recommendations for teachers aimed at the effective formation of DSL in a digital educational environment. The prospects for further research are related to the integration of the model into the system of teacher training. Keywords: digital scientific literacy, model of developing digital scientific literacy, digital educational environment, student research competencies, secondary school students, digital transformation of science and education | 598 | |||||
| 6837 | In the modern world, there are a huge number of professions related to all sorts of areas of activity: physics and mathematics, socio-economics, chemical and biological, information technology, humanitarian, linguistic, artistic and aesthetic, technological. In order for schoolchildren to more easily navigate their desires, abilities and all existing professions, career guidance was created. Career guidance is a set of actions that reveal the character, temperament, physical and mental characteristics of a person, revealing his inclinations and preferences for specific professions. Career guidance introduces teenagers to a wide range of professions, their place in the labor market, determines the most suitable field of activity for each person and guides him in choosing a career. In the process of career guidance, the school plays an important role. One of the tasks of the teacher is to help the student navigate the future, build an educational, professional and further life trajectory. Schools have always held career guidance events aimed at identifying the characteristics, interests and inclinations of each child to a particular type of activity. In order for this work to be systematic and more organized, the President of the Russian Federation V.V. Putin proposed launching a project for early career guidance for schoolchildren, “Ticket to the Future.” The main part of the project is organized online. The idea is to reveal talents and lead the child to an informed choice of career. Our research within the framework of this project is aimed at identifying students with interests and abilities inclined to medical and biological sciences, as well as their career guidance in the most modern and popular specialties related to this area of professional activity. It was decided to focus on the profession of a biotechnologist. The project was based on a professional test on the real working area of a biotechnologist. “Biotechnological Intensive” is aimed at popularizing and improving research work among students in the final grades of the school. To implement the project module, a number of events were developed and carried out over several years. The organization of experimental work with schoolchildren on the implementation of various methods of organizing and conducting the developed biotechnological project module is described, as well as an analysis of the effectiveness of methodological ideas underlying the activities necessary to implement the idea. After the implementation of the “Biotechnological Intensive”, students received new learning activities that were difficult to acquire in biology lessons in a school classroom. Keywords: career guidance, career guidance work, project module, biotechnology, federal project, biotechnological intensive, individual approach | 597 | |||||
| 6838 | This article examines the influence of the translator’s linguistic personality on the representation of characters in a translated text. The material for the study includes the original text of Mikhail Bulgakov’s novella Heart of a Dog and three of its Chinese translations, created by different translators: Cao Guowei, Bai Huaxiong, and Huang Mingdun. The focus of the analysis is on the speech of the character Sharik (both before and after his transformation into Sharikov), as it serves as a vivid example of stylistically marked language that reflects the internal transformation of the character. The study aims to determine how the translator’s linguistic personality influences the choice of lexical and stylistic devices and, consequently, how the literary character is perceived by the target audience. A comparative method is used, aimed at analyzing Sharik’s speech behavior in the three Chinese translations of Bulgakov’s Heart of a Dog. The choice of this character is due to his distinct linguistic features and the transformation of his image throughout the story, which makes his speech particularly illustrative for analysis. The study includes the following stages: collecting speech excerpts of Sharik from the three translations; creating parallel tables with translation fragments for visual comparison; conducting a survey among native Chinese speakers unfamiliar with the original Russian text. The respondents were asked to read three versions of the same excerpt, evaluate the image of Sharik formed in their minds, and share their subjective impressions of the character’s language and speech behavior in each translation. The results of this study can be applied in several academic and practical fields. In the theory of literary translation, they contribute to a deeper understanding of the role of the translator’s linguistic personality in the transformation of the source text. For practicing translators, the findings may help minimize distortions of the author’s style when conveying the lexical and stylistic features of the original. Keywords: translator’s linguistic personality, Heart of a Dog, M.A. Bulgakov, Chinese translation, character portrayal | 597 | |||||
| 6839 | An analysis of the documents of modern educational policy indicates that the development of personal potential is one of the priorities of modern education. Among the possible resources in solving this problem, a special role belongs to the culture of reading. Domestic and foreign studies confirm the correlation between the level of reading literacy of schoolchildren and their success in education and social interaction. There is a reason to believe that the phenomenon of personal potential development in a reading person is explained by the complex effect of reading on key aspects of personality. This concerns the strengthening of cognitive and metacognitive capabilities, emotional and social intelligence, the formation of a value-semantic sphere, the development of imagination and creativity, and psychological stability. At the same time, it must be recognized that the reading culture itself is in dire need of active help and support for its preservation and development. The authors’ experience shows that one of the most effective ways to introduce schoolchildren to the book is the «reading in action» strategy – activating the need for reading through communicative and creative practices based on polycode methods of interacting with the text. The reader simultaneously uses and creates meanings through different sign systems (codes) that go beyond the traditional verbal text. It should be noted that in recent years, multimodal pedagogy has been taking a leading position among global educational trends in the Russian context. We believe that the search for specific, effective and scalable practices focused on the development of personal potential through reading experience by means of multimodal pedagogy is an urgent scientific and practical task. The purpose of the authors is to evaluate the possibilities of the reader’s quest festival as a multimodal practice for activating the components of the personal potential of schoolchildren based on the content analysis of the participants’ feedback. For this purpose: the connection of multimodality, reading experience and activation of personal potential of schoolchildren is theoretically substantiated; the concept and practice of organizing a quest festival based on the key principles of multimodal pedagogy (the use of multiple sign systems, subjectivity of choice, synergy of modalities, interiorization of meaning) are described; the method of content analysis used is characterized; according to the results of the quest festival, data are presented indicating the activation of a number of components of personal potential; based on the identified markers, a trend is described that indicates a possible relationship between the successful reading experience of quest festival participants and the activation of various components of personal potential. The theoretical and practical significance lies in the fact that the research creates a theoretical and methodological basis for the integration of multimodal practices into the educational process of the school. A specific toolkit for solving urgent pedagogical problems is proposed: introducing schoolchildren to reading and creating conditions for the development of personal potential. The results obtained indicate that the quest festival, built on the principles of multimodal pedagogy, allows students to create conditions for successful reading experience and situational activation of components of personal potential. For consolidation and further development, it is necessary to integrate such practices into the systematic work of the school. Keywords: multimodality, multimodal pedagogy, multimodal practice, personal potential, situational activation, reading experience, motivation to read, reader’s quest festival, educational environment, semiotic didactics, interactive tasks, teamwork, All-Russian educational project “Workshops of Growth” | 595 | |||||
| 6840 | This article is devoted to the work of the renowned 20th-century Komi writer V. I. Lytkin. The article's relevance lies in its focus on his poetry written for children. It should be noted that, despite the considerable interest in his work, some gaps remain in the understanding of the poet's literary legacy. In virtually all existing works, V.I. Lytkin's children's poetry has not been the subject of a separate literary study. This analysis suggests that the poet created original works in the Komi language, literary adaptations of plots, motifs, and images from Komi oral poetry, fairy tales, and legends. The poet draws plots for his fairy tales not only from folklore but also from works of art by classic Russian literary figures. V. I. Lytkin's works for children are distinguished by engaging action, accessible presentation, rich, vivid imagery, and a rich use of artistic language. It has been established that phonetic expression plays a significant role in the poetics of the Komi poet's poems. Firstly, V.I. Lytkin actively uses onomatopoeic words in his literary texts, which are nationally specific and important in creating a linguistic worldview. Secondly, the depth of imagery in the poet's children's works is determined by sound: alliteration and assonance. These soundbased techniques not only engage children in play but also help them better visualize the scene and comprehend their native language in an engaging way. V.I. Lytkin also creates vivid poetic images through a variety of expressive devices: personification, similes, hyperbole, the use of which also contributes to the creation of rich and engaging images. Thus, through the expressive phonetics and vocabulary employed by the Komi poet, children learn to perceive the world around them more broadly and deeply, developing their imagination and creative thinking. What makes the Komi poet's works appealing to young readers is not only their engaging plots and rich expressiveness, but also the fact that the author doesn't portray himself as an adult: V.I. Lytkin knows how to speak simply, with gentle humor and playfulness, about such important concepts as truth and lies, hard work and laziness, and love for one's native language and nature. Keywords: children's poetry, V.I. Lytkin, fairy tale in verse, Komi folklore, expressive means of phonetics and vocabulary | 592 | |||||
| 6841 | In the works of D. Bell, M.K. Burgduff, T.V. Ershova, M. Castells, K.K. Colin, I.V. Robert, A.Y. Uvarov and other domestic and foreign researchers, the concept of the information society inheriting the industrial society was substantiated. The concept of following natural, natural processes in society, science and technology is becoming a modern trend in its development. In this context, the purpose of the work is to consider the pedagogical interaction of educational subjects as a nature-like process of a resonance type, common to many resonance-wave phenomena in the macro- and microcosm surrounding a person. Based on the review of the meaning and role of information in society, science and education, the relationship between information and human activity is considered. It is shown that information is perceived by the user receptor, but its value and existential meaning are determined in the mental (intellectual) apparatus of human consciousness depending on the already accumulated information, knowledge and experience of previous human activity. The conditions for the emergence of information resonance in society, science, and culture are considered. Information and activity resonance in education is interpreted in the work as a methodologi-cally and technologically organized process in which pedagogical communications cause deep emotional and intellectual reactions in students, leading to the formation (education) of subjectivity and personal development of the student. From the point of view of achieving pedagogical information and activity resonance, as a result of the optimal periodicity of subject interaction of subjects of education, the advantage will be the modular organization of the process of professional education, in which there is no large alternation of disciplines for a certain duration of the learning process (semester or trimester at the university). Keywords: pedagogical process, information interaction, resonance-wave processes, organization of the educational process, modular technology of learning | 584 | |||||
| 6842 | Methodological knowledge is considered as the basis of natural-scientific literacy of schoolchildren. It is shown that in the process of mastering methodological knowledge, schoolchildren develop cognitive and communicative universal learning activities and skills of natural-scientific literacy. An analysis of the sections “Content of training” and “Thematic planning” of the Federal Work Program of basic general education in geography (grades 5–6) and in a foreign language (English) was carried out in order to identify the content that allows for the formation of methodological knowledge as the basis of natural-scientific literacy of schoolchildren, determining the possibilities of simultaneous formation of the skill of natural-scientific literacy “to recognize, use, create explanatory models and ideas” and communicative skills. The article provides a didactic rationale for a series of tasks aimed at developing the skills mentioned above which is related to the competence of “scientific explanation of phenomena”. An example of one of the tasks developed by the authors for the 5th grade students is given. The subtasks are composed in such a way that the presented information has a single thematic line in both subject areas (English and geography). While completing subtask 2/4, students build diagrams (graphic models). In subtask 4/4, students are asked to develop an algorithm (as a model of actions) that reveals the sequence of steps that environmentalists must take in order to solve a specific problem. It is concluded that the integration of the elements of the content of the Federal Work Program in geography and in a foreign language has significant potential for the formation of methodological knowledge as the basis for students’ natural science literacy. Keywords: natural science literacy, methodological knowledge, communicative skills, natural science literacy skills, Federal work program of the basic general education in a foreign language (English language), Federal work program of the basic general education in Geography, educational communication, integrated class | 582 | |||||
| 6843 | This paper contains an overview of schools and approaches concerned with so-called speech forms in Russian and Western linguistics. Ultimately, the overview aims at detecting the distinctive features of speech forms. The research data comprises scientific works in stylistics, grammar, theory and typology of text and specialised works on speech forms. Among linguistic schools, the following are considered: structural linguistics, post-structural linguistics, tagmemics, systemic-functional linguistics and so-called text linguistics in the sense of German macrostylistics. The methodology of study is based on an analysis of academic literature indicating speech form features considered relevant by the researchers, a comparison of those features and a synthesis of the distinctive features of the object of study. No strict correspondence between the schools and the approaches to speech form definition used by the particular researchers has been detected. In light of the question of speech form essence, it has been tolerated to abstract speech forms from their language and text realisation. We do not regard the typical language realisations of speech forms as their distinctive features, finding it advantageous to base the study of these realisations on particular language material. The treatment of speech forms regardless of their purpose-motivated choice in a particular instance of text production proves that they have an objective character as thought units. The function of these as speech units is to arrange the presentation of the subject content of a text. Conversely, the structuring function is, in our view, nonessential to speech forms. In addition, we have discarded the two- and multilevel speech form typologies as ascribing the notional and functional characteristics of speech forms to different structures. This comparison of the existing approaches has determined the following distinctive features of a speech form: being a speech and thought unit in its essence, its structural and logical character, its sign nature (or semiotic character), its manifestation in inner text structure as the logical development of the text subject (intratextuality) and subordinacy of its structuring function. Keywords: speech form, structural and post-structural linguistics, tagmemics, systemic-functional linguistics, text linguistics, distinctive feature | 578 | |||||
| 6844 | Russian studies are based on the current level of Russian-Chinese relations, which have naturally led to an increase in the study of the Russian language in China, and an increase in the number of Chinese students studying Russian not only in China, but also coming to Russia to study the language. It should be noted that the process of foreign language learning involves the use of special methodological and didactic support, taking into account the nationally oriented experience of students. In this context, special attention is focused on the consideration of technologies for organizing the pedagogical space of foreign language teaching, combining elements of Russian technologies for teaching foreign languages and national characteristics familiar to Chinese students. The purpose of this study is to describe the technology of organizing the pedagogical space for teaching Russian as a foreign language in the focus of comparative studies, which makes it possible to describe the process of foreign language learning as a synthetic process combining experience and practice of language learning and the appropriation of linguistic and cultural experience. The scientific novelty and relevance of the research is associated with the identification and description of effective strategies for foreign language learning, which correctly take into account the specifics of the Chinese and Russian experience in organizing the educational space, allowing Chinese students to achieve a high level of mastering Russian as a foreign language. The theoretical significance of this study is determined by the analysis and description of individual technological elements of foreign language teaching, based on the generalization and organic combination of the most effective educational strategies and practices implemented in China and Russia. The research materials were scientific and methodological studies by Russian and Chinese scientists devoted to the problems of organizing foreign language education, which allowed for a comparative analysis of the practice of teaching Russian as a foreign language in a Chinese audience. The main research methods were comparative, comparative-typological, descriptive-analytical and linguocultural methods, as well as the translation method. In the framework of the study, the pedagogical space is considered as an integral combination of elements, the structural components of which ensure the achievement of educational goals. In the context of the problem of the formation of communicative competence in mastering Russian as a foreign language, the pedagogical space is considered as a unity of content-methodical, communicativeorganizational and perspective-oriented components. The analysis of the Russian and Chinese practice of forming lexical skills in the process of teaching Russian as a foreign language to Chinese students revealed the common and unique characteristics of the technology of organizing the pedagogical space. Thus, the hypothetical statement that it is important to take into account both national educational traditions and established teaching practices in relation to the audience of foreign students was substantiated and proved by the totality of the data studied. Within the framework of this study, individual methods and technologies of foreign language teaching were described, the synthetic use of which will improve the practice of teaching Russian as a foreign language in a Chinese audience. Keywords: pedagogical space, lexical skills, Russian as a foreign language, national education system, linguoculturology, linguodidactics | 578 | |||||
| 6845 | The current situation in modern education makes us increasingly turn to the issues of increasing the social attractiveness of teaching professions through the development of approaches to organizing psychological and pedagogical training of schoolchildren, allowing schoolchildren to come to a conscious professional choice and the formation of a strong professional interest. The experience of the Udmurt Republic in the implementation of psychological and pedagogical training of schoolchildren in the system of additional education is considered. The goal is to substantiate the problem-targeted approach in the selection and structuring of the relevant content, procedural and motivational-evaluation components of pre-professional training of schoolchildren for pedagogical activity in the context of additional education. In addition, the work characterizes the advantages of institutions of additional education (IEE) in the implementation of pre-professional psychological and pedagogical training of schoolchildren. Problem-based prerequisites for the development of pre-professional training of schoolchildren in additional education are formed, which allow us to determine the goals and relevant content of the training of schoolchildren. The semantic content of many prerequisites showed the need to introduce material aimed at forming physical, social and mental well-being of adolescents within the framework of pre-professional pedagogical training. An example of selecting educational content, organizational aspects and motivational and assessment system based on the problem-target approach for the first year of schoolchildren’s education is given. The main stages of the problem-target approach for selecting and structuring the relevant content and procedural and motivational components of pre-professional psychological and pedagogical training of schoolchildren are highlighted. All intermediate results of the indicators for assessing this training (qualitative and quantitative) reveal positive dynamics in the formation of social and pedagogical qualities (communication and organizational skills, social and emotional intelligence, tolerant attitudes) and in the social attractiveness of the teaching profession among pre-professional schoolchildren. Pre-professional training of schoolchildren for pedagogical activity will be effective if its educational content, organization and motivational and assessment aspects meet the needs and requirements of modern life, society and education. If we approach it formally, then instead of benefit it will cause harm, pushing children away from choosing teaching professions. The introduction of this training will be much more effective in the context of additional education, since it is based on no benchmarks or standards. Keywords: institutions of additional education, pre-professional psychological and pedagogical training, teacher, pedagogical class, educational content | 578 | |||||
| 6846 | Lingvodiscursive analysis in the modern linguistic paradigm acquires a cognitive focus, which allows us to solve the issues of the relationship and interaction of the text and the inner world of the writer. A satirical text is a genre variety of satire as a special way of understanding individual fragments of reality. This determines the special role of discursive factors in the formation of the conceptual content of the satirical writer’s worldview. The practical significance of this study is associated with the possibility of understanding the mechanisms of concept formation within the framework of the writer’s idiostyle and the specificity of satirical discourse as a special type of speech interaction. The aim of the study is to understand the role of social and cultural context in the formation of conceptual meanings in M. Zhvanetsky’s worldview based on the analysis of his satirical texts. The relevance of the study is determined by the need to construct a model of the conceptual content of the satirical writer’s worldview. Analyzing the language of satirical texts, we examine the representation of the universal conceptual opposition FRIEND – FOE in the picture of the world of M.M. Zhvanetsky. The functioning of the universal conceptual opposition FRIEND – FOE in the individual author’s understanding is determined by the representation of its components in the context of the axiological system of M. Zhvanetsky. Conclusion: the components of the conceptual opposition in the author’s worldview are represented in two sections – social and national. The main linguistic means of representing the concept of YOURSELF in M. Zhvanetsky’s satirical texts is the pronoun we in all the diversity of its grammatical forms, which allows us to speak about the coincidence of the author’s value attitudes with the value attitudes of society and the nation. The linguistic means of representing the concept of ALIEN in the author’s satirical texts are lexemes whose significative meaning is related to the sphere of social and political relations and the realities of the historical past of the state contemporary to the author. As a result of the analysis, a conclusion is made about the multi-layered and discursive determinacy of conceptual meanings filling the content of the author’s picture of the world. A linguaxiological analysis of M. Zhvanetsky’s satirical texts allows us to identify axiological dominants in the author’s worldview. The writer’s highest values are a sense of inner freedom, decency and honesty, a connection with his homeland and compatriots, whose value and moral guidelines are related to the author’s axiological system. Keywords: russian satirical prose, author’s worldview, discourse, concept, satirical text, M. Zhvanetsky | 573 | |||||
| 6847 | The relevance of the problem of discourse modeling is determined by the active interest of modern linguistics in strategies for managing the attention of the addresses and the formation of a picture of the world in his consciousness. The study examines the discursive mechanisms underlying general discursive value systems and behavioral scenarios of discourse subjects. The material studied is the visual and text content of a well-known Russian blogger who promotes a certain (glossy) lifestyle. The system of communicative practices within the boundaries of the blog represents the author’s basic attitudes towards constructing discourse as a virtual space for identity formation. An integrative research methodology aimed at studying the linguistic, communicative, and sociocultural discursive mechanisms of modeling the picture of the world has made it possible to identify the visual code as its basic method. The system of visual images that organizes the blog content is considered as a competitive environment of meanings in relation to the verbal one. The main communicative strategy implemented with the help of visual code in discourses of this type is the strategy of creating a value image of the world that replaces the image of the real one. The implementation of the visual communication code is described in the context of the value systems and aesthetic principles of contemporary postmodern culture. The study concludes that the polycode nature of the text with a predominance of the visual component is a characteristic feature of the discourse of social networks, which has a significant impact on the worldview of content consumers. Through visual code, the reader gains an understanding of the attributes of someone’s belonging to a certain social or cultural group, and of the markedness of virtual space as a comfortable psycho-emotional environment. This is why in blogs, visual code often illustrates text, and text is a means of interpreting the visual code. Thus, the semiotic component of social network communication becomes the main discursive mechanism for the formation of identity. Keywords: social network communication, media discourse, blog, discursive picture of the world, visual code | 562 | |||||
| 6848 | The medical myth in the sacred text realizes matters concerning the knowledge about diseases and methods of their treatment. The medical myth is a complex phenomenon that arises as a result of interaction of people within a certain linguocultural community and influences its norms and values. The purpose of this study is to describe the genre specifics of medical myths in the sacred text of the Torah and to consider their plot and thematic content. The relevance of the study is due to the fact that the genre features of the medical myth in the sacred text have not yet become the object of the research. The theoretical significance of the work is determined by the fact that the results of this study contribute to the study of the genre features of the medical myth in the sacred texts of various religions. The practical significance of the work lies in the potential application of the research into the genre features of the medical myth in practical classes on the stylistics of the English language, devoted to the analysis of the semantic and meaningful space of the medical myth and its metaphorical representation in sacred texts in English. The proposed research methodology is as follows: 1) analysis of the genre features of the medical myth as a complex archetypal complex; 2) description of the typology of the medical myth in the sacred text of the Torah, which represents its genre features, using metaphorical framing. The typology of medical myths in the sacred text of the Torah is as follows: the myth of the epidemic of the disease, the myth of the snake bite, the myth of surrogate motherhood. These myths can be described using metaphorical framing. The analysis shows that the genre features of the medical myth as a complex archetypal complex are characterized by figurativeness, which is reflected in the emblematic features of this myth. Mythological figurativeness, firstly, is manifested in archetypal events in the medical myth, which arose on the basis of archaic beliefs about illness as a result of the action of evil spirits. Secondly, the myth shows the sacredness of the activities of mythological heroes, creating a mythological picture of the world that is not limited in time. Thirdly, the archetypal plot cliché unites the semantic and meaningful space of the myth and it is its valuesemantic core. Keywords: genre, medical myth, archetype, framing, metaphor, semantic and meaningful space, values | 559 | |||||
| 6849 | The purpose of the paper is to increase the motivation of first-year students to learn Russian through cultural and educational events in Russian as a foreign language classes at universities in China and Russia. The study of cultural and educational issues and the use of Russian as a foreign language in the classroom are based on a comparative analysis of the domestic and foreign authors, a descriptive method and a method of data processing. The paper substantiates the importance of regional, cultural and educational events within the Russian as a foreign language curriculum, highlighting the main stages of training and their features. Studying Russian in China is a very important economic and political factor that has historical origins and it is associated with the national strategy for training workers in various fields. The practical significance of this study is the developed plan of cultural and educational events, which provides an opportunity to study the cultural integrity of the Russian language in a limited number of classroom hours under the program “Practice of the Russian Language”. The study identified the most significant cultural and educational events within the educational program. The linguistic and cultural perception of information by Chinese students majoring in non-linguistic specialties was formed, and the methods of teaching Russian as a foreign language at universities in China and Russia were improved. It was analyzed the project “About Russia and China” in Russian as a foreign language classes as part of cultural and educational activities as part of a two-way educational program at Dalian Transport University and Rostov State Transport University. The materials presented and used in Russian as a foreign language classes provide to conclude that the key factor in the effectiveness of the Russian language perception by Chinese students is the motivation to study the country’s culture and direct communication with a native speaker teacher. The continuous improvement of listening and pronunciation skills with a native speaker, based on speech samples formed according to the plan of cultural and educational events, was fully reflected in the students’ oral speech. The students’ formed understanding of the language and the country as a whole allows us to conclude that the cultural, regional studies, historical, literary and creative events held have a positive effect on further intercultural interaction in various fields. Keywords: cultural and educational events, teaching methods, Russian as a foreign language, motivation, non-linguistic specialties, Chinese students | 531 | |||||
| 6850 | Nowadays, the discourse of power has to constantly transform due to the rapidly changing socio-political context. At the same time, metaphors still remain an effective means of speech influence that transmits political views and values, forms public opinion, constructs a positive image of a politician and discriminates against his opponents. The dominant function of a political metaphor is an emotional and expressive impact on the audience, which helps to form a positive or negative attitude towards certain political subjects or phenomena. In the present article we assume the mediating function of language while conceptualizing reality. The struggle for power and its retention is one of the main functions of political discourse. In this process, the conceptual opposition “we – they” plays an important role as it is able to construct the positive image of a politician, transmit his ideological views and denigrate his opponents. This opposition is often expressed by metaphors, which are traditionally perceived as a means of speech influence and as a way of constructing reality in institutional and non-institutional political communication. The purpose of the article is to study the metaphorical modeling of the enemy image in the public discourse of Argentine President Javier Milei based on his official speeches from 2023 to 2025. The linguopragmatic analysis of the texts has shown that socialism and woke ideology, the caste model, corruption and crime represent enemies, while the Argentine president with his radical methods seems to be a “savior”. With the help of traditional as well as new metaphorical models, created by the president, the dichotomous opposition “we – they” achieves the following goals: a) to unify the nation in accordance with common axiological values; b) to create a positive image of the speaker; c) to negatively describe the past and his predecessors; d) to explain the reasons for the country’s backwardness, and e) to restructure the perception of the world. Keywords: presidential discourse, institutional discourse, public speeches, Argentine president, metaphors | 530 | |||||