The article describes and analyzes words with the ancient root жи(ть), which have undergone terminologicalisation. Nowadays, the focus of the research is the issue of the terminological vocabulary influence on the development of language as a whole. In order to reveal the semantic potential of the words with the root жи(ть), we studied these words in biological and medical terminology. The subject of our study is focused on the semantics of these words, since biology studies different aspects of life of living beings, medicine is concerned with healing people, and the words we are interested in denote signs, actions and processes related to all animate things. The research material is based on dictionaries of biological (botanical, zoological) and medical terms, explanatory dictionaries of the Russian language, which reveal the semantic scope of the words of interest and provide interpretations of their meanings. The research was carried out using the descriptive method and the method of dictionary definitions. We considered the word-forming and semantic features of the words with the root жи(ть) serving as names of different scientific objects (plants and animals), phenomena, features, properties, methods, actions and processes using the material of biological and medical terminology. The article describes the interaction and interpenetration of common and terminological words and identifies two-component terminological word-combinations, in which words with the given root are used, to define objects at the level of species nomination. As a result of the study, we found more than one hundred medical and biological terms with the root жи(ть); determined terminological word-formation chains; highlighted the terminological homonymy and sub-spheres in biological and medical terminology (botanical, zoological, entomological and pharmaceutical), in forensic medicine, space medicine, etc. We have come to the conclusion that the words with the root жи(ть) are used to nominate plants, living organisms, processes in living organisms, biological formations, abilities of living organisms and diseases.

It is extremely important to choose an appropriate material for the students learning a foreign language. Hence the issues of studying the complexity of academic texts, their readability and their compliance with the level of language proficiency is of outmost importance. At this point, one can note the inevitable interconnection between linguistics and teaching methods. An educational text is a special type of secondary text that has a number of important functions, among which, first of all, there are informative, cognitive and cultural-logical ones. This type of text both contains new information and has an educational and developmental effect on students.

The difficulty of text as well as its readability and complexity are crucial for text understanding. The evaluation of academic texts difficulty is closely connected with consideration of other characteristics. However, there are no widely accepted definitions of such concepts as “difficulty”, “complexity” and “readability” in contemporary linguistics. They are unreasonably used as synonymic notions. That is why the purpose of this article is to more clearly distinguish between these characteristics of the text. The features of complexity assessment of educational texts are revealed on the basis of their key characteristics.

The study of educational texts’ complexity was conducted by using secondary school textbooks on physics. The text analysis was performed with the help of the automated analyzer Rulingva. This study demonstrates the capabilities of this program and presents the results of the analysis, which suggest that the use of Rulingva analyzer could be beneficial not only for linguists, but also for educators, measurement and control materials developers and those preparing for state exams in various academic disciplines.

The article describes function specifics of distributive repetition verbs in the work “Dark Alleys” by Ivan Bunin. The author analyzes both the paradigmatic and syntagmatic characteristics of verbs in a certain context, which makes it possible to identify both the vocabulary changes under the influence of context, various kinds of meaning increments and the idiosyncrasies of the writer. The purpose of the work is to investigate the functions of distributive repetition verbs with the prefixes rac/ras-, pere-, s- taking into account both individual characteristics and the specifics of the verb class to establish the specifics of the author’s idiosyncrasy. The article concludes that the semantics of the verbs with the considered prefixes determines their linguistic behavior in a particular text. We have established that the verb word multiplicity is motivated both by the type of the verb and its communicative rank and taxonomic class. The major feature of our research is that we consider distributive repetition verbs in a certain context, revealing their textual characteristics and their role in revealing the author’s intention. We use the descriptive method in our research, focusing on the contextual analysis of distributive repetition verbs. In addition, in the process of our research into the functional-semantic field of distributive repetition, we used the functional-semantic and stylistic methods of analysis, considering the functions of plurality verbs at different language levels.

In Old Russian, the meaning of belonging was expressed both by possessive and relative adjectives, which, at the same time, retained their lexical-grammar bonds with each other, the latter also expressed possessiveness. Based on the spiritual and contractual charters of the great and appanage princes in the 14th–15th centuries, the present paper is concerned with possessive and relative (formed from possessive) adjectives: it determines the functional correlation of possessive adjectives with the suffixes -ov-//-in- and relative adjectives, derived from the former with a complex of suffixes –ov-ьsk-//-in-ьsk-, and identifies competing ways of their formation: if relative adjectives were represented, as a rule, in word combinations including lexemes denoting forms of land ownership, possessive ones were not limited to vocabulary.

Moreover, within the texts both binomial possessive constructions and more complex ones were presented, those were constructions expressing the possessor’s name by a noun with an apposition, where the possessive adjective as well as the adnominal genitive construction were normally used. Likewise, within the framework of this construction, we find the equivalence of possessive and relative adjectives.

This article raises the issues of using an integrative approach with respect to the study of language units, the problems of interaction of syntax, vocabulary and phraseology, and their interpenetration and contact within the framework of the semantic structure of the language as a functioning system. We also consider syntactic units that are in the zone of abstract meanings that ensure the integrity and vital activity of the language. The diachronic aspect of the coverage of the questions posed contributed to the identification of two processes – grammaticalization and lexicalization, which stimulate mutual transitions and borderline positions between principal and auxiliary parts, predicative and nominative parts, mono and polysemantic parts, as well as stable and instable parts in the sentence. The syntactic phraseomodels, analyzed in the article, are frequent in the sphere of hypotaxis when expressing adversarial-concessional, temporal and causal relations. It is especially important that the language has the integrativity of abstract vocabulary and relational semantics, designed to cement and structure speech activity. The syntactic phraseomodels under consideration complicate relational semantics with modal or expressive meanings. The modal component is usually realized through the vocabulary of anthropocentric content, covering the entire spectrum of human speech-psychomental activity, it is represented by separate semantic fields and lexical-semantic groups. Within the framework of expressive contexts, as essential elements are the lexical content of pretexts and the presence of emotive components in their composition. In these phrases, one can see a cause-and-effect relationship between two propositions, the real and potential ones in the subordinate part, although such models often move into the sphere of intensity semantics and the zone of emotiveness. The syntactic phraseomodels under consideration and those of them that have acquired a stable appearance are prone to parceling, budding from the base part and functioning more autonomously in the text. Thus, semantic-syntactic relations interact with abstract vocabulary and have a certain range of emotional-evaluative and modal meanings.

The article presents a brief study of the means focusing the negative image of Russia in the modern American media discourse, namely, newspaper publications in 2012–2017. We consider speech strategies, tactics of influencing public consciousness, as well as language tools that actualize these ways of presenting information. The purpose of the article is to analyze the most representative ways of pragmatic focusing on the global threat posed by the Russian state, according to the authors of the publications reviewed. To achieve it, we identify the most popular tactics of speech influence and the ways of their actualization at the lexical, syntactic and compositional levels. We have established that the most recurrent ways of implementing the author’s intention, aimed at creating a hostile image of Russia, are as follows: the imposition of certain propositions, demonization of the country’s image, absence of the referent, concealment of causal connections, creation of semantic redundancy and synergy effect, and use of invective labels. Actualization of these tactics is carried out through the author’s appeal to the following verbal means: desemanticized affectives, negatively colored vocabulary, idioms, phrasal verbs, metaphorization, repetition at the lexical level; complex syntactic constructions, impersonal constructions, passive voice, inversion and antithesis at the syntactic level and, finally, reduction of the stylistic register of the text to a conversational level in order to ensure the understanding of the transmitted meanings in the context of the author’s intention.

Language nomination is a complex and multifaceted phenomenon closely related to human worldview, which plays an important role in language. It reflects the national worldview. Based on two epic works - the Kalmyk heroic epic “Jangar” and the Old English epic “Beowulf”, this study concerns the naming of characters who reflect the national worldview. The main goal of the study is to identify similarities and differences between the national worldviews of these two peoples through the comparison and analysis of the characters’ names in these two epics, belonging to different cultures, taking into account their common features and differences, as well as the cultural values underlying them. To this end, the research required the use of various methodologies, such as the comparative, interpretative, word-formation, descriptive and etymological approaches. The results of the study showed that both cultures have similar and different nominations of characters, which reflect their cultural values. The characters in the epic “Jangar” can be named using colors, body parts, animals and the names of their ancestors; more-over, in Kalmyk culture horses hold an important place and have their own names. In “Beowulf”, unique naming styles are also used, including weapon names, animal names and names of paternal ancestors. The Old English language employs a special naming technique known as kenning. Additionally, the sword holds a high status in Anglo-Saxon culture and has its own name.

The article is devoted to the comparative typological analysis of Russian, English and Japanese paroemias with the eye lexeme глаз /eye /目[me] in terms of cognitive linguoculturology as one of the most dynamically developing areas in modern linguistics. We focus on the issues of the formation mechanism of the conceptual models within the framework of paremias in differently structured languages. The purpose of the study is to identify and describe paremias with the eye lexeme глаз /eye /目[me] as a micromodel of reality, reflecting the way of understanding, perception and conceptualization of the world by native speakers of Russian, English and Japanese. The subject of the study is the semantics and structure of paremiological units, such as proverbs, sayings and signs reflecting a certain nationally oriented way of the surrounding reality encoding. The comparative analysis, considering the paradigmatic and syntagmatic combinations of the eye lexeme глаз /eye /目[me] in differently structured languages, allows us to conclude that the paremiological units’ analysis contributes to the reconstruction of the so-called naive world picture, referring to earlier, ancient life periods of the particular people. The core of the national concept is the referential lexeme meaning, the peripheral layer is characterized by variability, since it reflects not only the territorial conditions, but also ancient traditions, customs, beliefs of the particular people. To achieve the goal of the undertaken research, we used the traditional descriptive and lexicographic methods, in addition to the comparative linguistic and cultural methods.

The article analyzes Yelabuga’s ergonymicon, the evolution of ergonyms from 1897 to 2022 and compares three layers of Yelabuga’s ergonymicon in order to reveal the formation regularities of proper names. The study is based on advertising texts, the newspapers “The Kama Listok Advertising”, “The Stalin’s Way”, “The For the Five-Year Plan”, “The New Kama”, as well as the names of current city infrastructure facilities. Our research is based on following methods: the comparative method in the study of the linguistic facts, historical and cultural processes, the analysis of the concepts in finding correspondences and regularities in the formation of ergonyms, the contextual analysis method in the study of periodical publications of the 19^th-20^th centuries and the transformation method in identifying the functional possibilities of onyms. The article gives a number of examples (300 names of urban objects in the 19^th – 21^st centuries). In the course of the study, we propose our own classifications of ergonyms. The theoretical significance of the analyzed material lies in clarifying the concept of “ergonym” and the classification of ergonyms. The practical value lies in the fact that for the first time an attempt has been made to study the emergence peculiarities of ergonyms and the regularities of their change over time. The results confirm the idea that ergonyms are a linguistically flexible category of words, which change over time, responding to the needs of society.

This article studies the ways of constructing the image of China in the travelogue “The Golden Ship. Wanderings” (1927) by Yuri Galich. Structurally, the study consists of two parts. Proceeding from the theory of imagology and using the historical and literary methods, we conducted an overview analysis of the formation and evolution of the image of China in Russian literature and culture of the 15th–19th centuries. The study shows that under the influence of national ideology and public collective consciousness, the image of China in Russian travelogue literature was constantly developing and changing, different writers showing its qualities from different points of view in their works. The second part examines in detail Yuri Galich’s travelogue “The Golden Ship. Wanderings” and interprets the image system and cultural values of China rooted in Russian cultural tradition, exploring the spiritual essence of the image of China in Russian travelogue literature and the cultural identity embedded in it. In order to clarify Yuri Galich’s writing strategy, his work is compared with another travelogue of this time, B. Pilnyak’s “China Story”. Yuri Galich portrays a relatively objective and realistic image of China in an affable manner, while his disapproving attitude towards Chinese art reflects a strong sense of his own cultural confidence. In contrast, B. Pilnyak’s image of China is completely negative, reflecting the influence of European thought in portraying foreign countries.

Cosmic horror is a type of horror literature concerning itself with anthropocentrism rejection and depicting the universe as unknowable, indifferent and epistemologically anomalous. In the context of cosmic horror, man is often described as a plaything of unknown forces, which may seem a contradiction: the concept of play in itself is arguably all-to-human; moreover, a playful attitude is by no means indifferent and thus not exactly compatible with cosmic horror. Nevertheless, according to evolutionary biology, the evidence of play behaviour is not restricted to humans – accordingly, such behaviour is hypothetically an appropriate attribute of transcendent superhuman entities as well. One thus may logically conclude that a non-anthropocentric world still allows depiction in terms of play. Such a depiction is not necessarily equal with conspiratorial one – they differ in perceived motivation and, in some cases, in scope – yet the-world-as-the-other’s-play and conspiracy theories are closely related worldviews and, as such, can over-lap. Demonstrating the importance of the existential in question in the works by H.P. Lovecraft, the key author in the field, the study proceeds to examine the fiction by T. Ligotti, L. Barron, M. Podlewski, and D. Wong (J. Pargin), showing the variety of representations of the-world-as-the-other’s-play in the cosmic horror literature.

The article analyzes Rifat Sverigin’s work “Every Bird Has Its Own Perch” (“Һәр кошның үз куначасы”), which, according to the author’s definition, is an ironic autobiographical elegy, but in form, it is closer to a documentary cycle of memoirs. The book has attracted the readers’ attention due to the true-to-life description of the events and its humor with a dose of irony. The main focus is on the unique emotional atmosphere of the text, which combines light sadness and a deep sense of satisfaction, gratitude to fate, thus allowing a deeper understanding of the main character’s inner world and the complexity of human emotions. The purpose of the study is to reveal the multilayered emotional and ideological content of the work, demonstrating its significance in the context of contemporary literature. It is from different perspectives that the book reveals the Soviet era, the era of perestroika, glasnost and our modern times through the prism of the protagonist’s personal fate.

The article considers poetic, thematic and compositional features of the early English chivalric romance “Sir Isumbras”. This is a pilot study for Russian literary criticism, and its relevance is due to the insufficient research into this medieval poem in English-language literary criticism. The objectives of the study are to describe the strophic organization of the text variants of the romance found in different manuscripts, its correlation with the strophic organization of the poetic hagiography sample “The Life of Saint Eustache”, presented together with “Sir Isumbras” in MS Ashmole 61, and to consider plot motifs common to this novel and the works of various genres including the indicated hagiography and the chivalric romance “Sir Gowther”, as well as the composition specifics of plot scenes, the features of narrative techniques and the placement of plot accents. In the process of analysis, we have established that the main unit of strophic organization is the twelve-line tail-rhyme stanza of chivalric romances, however, the six-line stanza, usual for lives of the saints in verse, also has a large share; the plot of the novel is connected with different genres and subgenres and includes their characteristic motifs; the composition of the plot scenes is distinguished by two types of symmetry - both mirror and stepped; the forms of psychologism are still absent, but there are heroes’ stereotyped actions characteristic of folklore and associated with their emotional state whose verbal expression is similar to oral poetry formulas; finally, the emphasis of the final battle scene determines the meaning of the novel and gives it the features of a certain subgenre.

This article examines the embodiment features of the dialogue of arts in N. Lvov’s creative heritage (1753-1803) based on the lyrical works of the writer intended for vocal performance (“Winter” (1796), “Duets. To the Music of Zhirdini Printed in London” (1791), “Words to the Finished Music of Seidelman. Duet” (1793), “A Song for Gypsy Dancing” (1789). The research uses the biographical, historical-functional and historical-typological methods. In the course of the study, we found that the synthesis of arts is a semantic and formative element. The writer managed to combine the literary code with the genome of a number of other, sometimes even antonymous, fields of art, which ultimately contributed to the creation of a unique work whose hallmark is eclecticism. Thus, through the active use of the musical art code in his work, N. Lvov managed not only to integrate two areas of art, but also to create a qualitatively new format of musical and literary art with powerful aesthetic potential. A clear example of this is his lyrical work with the concise title “Winter” (1796). In addition, as the analysis showed, the writer managed to organically introduce the festive concept of pagan extraction into the work, in many respects this is due to the genre nature of the text. Realizing the multiplicity of contact points between literature and painting, Lvov sought to develop various mechanisms of rapprochement. For example, he used the tools of fine art when creating the verbal fabric of a poetic text, thanks to which his poetic works acquired a special color and picturesqueness. We can observe this phenomenon in the “Duet. To the Music of Zhirdini Printed in London” (1791) and in “Words to the Finished Music of Seidelman” (1793). Being an innovator, N. Lvov made an attempt to combine various types of art – dynamic (literature) and spatial-temporal (choreography). An example of this kind of experiment is his “A Song for Gypsy Dancing” in whose genome the festive motif characteristic of N. Lvov’s work is traced again.

The article systematizes information on the history of the diary entries “Front daftarlarennan” (“From Frontline Notebooks”, 1941–1944) by Amirkhan Eniky, which served as a starting point for the creation of his war stories. They were published in the media half a century later, on the 50th anniversary of the Great Victory. In his brief comments, the writer admits that he kept notes secretly while working as an HQ clerk, serving in the guard, in between battles, and he decided to publish them in his declining years, considering their content to be instructive for a new generation. Our analysis of the diary entries reveals their genre and stylistic features. The article proves that their narrative is of discrete nature: it is not a picture of military everyday life that is brought to the fore, but a man’s image of the inner world, pictures of nature, which leads to the transformation of psychologism. In his “notebooks” the writer reflects on life and death, on war as a phenomenon and on human behavior in critical circumstances. The process of national self-knowledge in these frontline notebooks is associated with the process of personal self-knowledge. The artistic fabric of A. Eniky’s diaries includes episodes with prophetic dreams, excerpts from wartime letters, Tatar legends, Turkic proverbs and quotes from the books he had read.

The article provides a comparative analysis of the implication features used in the dialogues of the stories by Ernest Hemingway and Raymond Carver, his follower of the second half of the 20th century. Our analysis is based on their texts written in different years. Employing specific examples, we analyzed the authors’ work on the use of the main subtext elements: A pause or silence, incompleteness and repetitions. The highlighted elements of the implication allow us to make conclusions about the direct influence of Hemingway on the poetics of Raymond Carver’s stories. The comparison of the presented techniques illustrates the authors’ strategies used for the emotional involvement of the reader in the process of deciphering the text, as well as the desire to compress the text without losing its semantic depth.

The relevance of the article is determined by the growing interest in the realistic short story, in particular, in the creative legacy of Raymond Carver. The articles and works, devoted to his prose and poetic works, continue to appear in foreign and Russian literary criticism. The analysis of the subtext peculiarities in dialogues allows us to contribute to the study of dialogue strategies, which in the 20th-century literature perform the plot-moving function and disclose psychological characteristics of the character. In addition, the comparative analysis of the writers’ stories helps understand the features of Raymond Carver’s creative method.

The methodological basis of the article is the cultural-historical and comparative methods.

The question of how Velimir Khlebnikov’s work was perceived in China is among the little studied ones. We have a definite idea of the forms the Chinese theme took in Khlebnikov’s philosophical and aesthetic consciousness as a part of the general orientalist views of the Russian futurist poet. At the same time, the problem of the actual Chinese development of V. Khlebnikov’s artistic heritage (the dialogue among cultures presupposes their two-way connection, interlacement of assessments and judgments) remains open. Thus, the article highlights the most relevant literary and translation aspects of V. Khlebnikov’s reception by the Chinese.

These two aspects of research are traditionally closely related, regardless of national culture issues. The measure and depth of literary interest in foreign-language poetry is determined by the volume of translated texts; in a similar degree, the stability and quality of translation corresponds to the literary vector of the foreign word perception. For the Russian research into Far Eastern literature, this state of affairs is quite axiomatic (since without a preliminary theoretical and historical-literary, as well as hermeneutic analyses, it is impossible to truly understand the poetics of ancient Chinese or medieval Japanese lyrical poetry; all other approaches will be considered amateurish with good reason, which, however, does not exclude the presence of a special, “naïve” charm of these translations from Chinese or Japanese, taken in isolation from the original). The above thesis is also applicable to the Chinese research into Russian literature (Chinese studies of Russian literature), which has been intensively developing in recent years.

The article traces the stages in scientific and philological studies of V. Khlebnikov’s work in China, explains the reasons for Chinese interest in the Silver Age in general and the work of the author of the “Khadzhi Tarkhan” in particular, analyzes the strategies of individual translations of Khlebnikov’s poems into Chinese, taking into account the increased complexity in the transmission of “zaum'” by means of the linguistic system so strikingly different in its internal structure and writing system from Russian.

The authors of the article explore the issue of personalized learning for students of a pedagogical university in the course of transition of modern education to a qualitatively new level. In the conditions of the departure from the Bologna system, new tasks have been set for higher education, their implementation requires a significant update of the syllabuses of all academic disciplines by attracting modern approaches, methods and teaching aids, developing methodological recommendations for authorial courses in accordance with new requirements. The novelty of the proposed study lies in the fact that we propose to include elements of personalization in teaching disciplines of the methodological cycle at a pedagogical university (based on the development of soft skills). In this regard, the article considers the personalization of learning as a vector of the modern educational process; competence-based approach to learning at a new stage; the competence model of educational programs. The presented didactic material for conducting classes in the discipline “Methods of teaching the Russian language” was developed taking into account the personalization of education and is aimed at developing students’ soft skills. The wide range of tasks that we offer will undoubtedly require additional knowledge and a large amount of independent work on the part of the students, which, in turn, will allow individualizing education for students with different levels of training and help them build their own educational trajectory.

One of the main goals of Russian higher education is to train a professionally competent specialist. In this regard, personalization of education, which concerns various aspects of the formation of students’ personal potential, is becoming increasingly relevant in our universities. This, first of all, refers to the leading modern principles and methods of teaching when the key role belongs to the language training of a modern specialist, i.e. their mastering the language - native and foreign, as well as the development of information and professionally oriented communicative competence.

The scientific novelty of the research lies in highlighting the modern approach to the personalization of learning in teaching the Russian language, taking into account the students’ individual learning trajectory. The article touches on the issues of teaching the Russian language in higher educational institutions of Moscow. We consider the process of teaching Russian as a native, non-native and foreign language to students from different regions of the country and foreign countries in a technical and pedagogical university under personalization conditions. Russian language learning means the development of all types of students’ speech activity, moreover it contributes to mastery of their future specialty language - professional Russian. The article presents a selection of current didactic materials containing the spelling patterns, punctograms for working on language norms and spelling skills of students, as well as tasks that contribute to the development of communication skills.

The article provides the results of the study of the educational programs potential within academic courses of Russian as a foreign language in the fields of “Philology” and “Linguistics” when solving the issues of language and cultural integration of international students into realities of modern Russian society. The study has revealed the merits of tools and resources for teaching Russian to international students: a number of profile academic disciplines. The study confirms that the solution of the issues of linguistic and cultural adaptation of international students is achieved in the course of doing the academic disciplines “Lexicology”, “Linguocultural Studies”, “Linguocountry Studies”, “Translation Theory”, in the study of linguistic sections “Non-Equivalent Vocabulary”, “Semantics”, “Cognitive Linguistics” and in mastering the competences of analyzing the fictional text (its stylistics and phraseology). We outline the role of the relationship between Cognitive Linguistics and Linguocultural Studies in bringing international students closer to the issues of linguistic consciousness, which predetermines the full command of the language. The study allows us to conclude that the degree of mastering professional competences for a linguist and philologist can be considered as their level of linguistic and cultural competences.

The article examines the current issues of developing Korean students’ paremiological competence in the process of teaching Russian as a foreign language. The article shows the possibilities of implementing this task within the framework of a student lexicographic project. The participants in the project were Korean students of Russian and Russian-speaking students studying the Korean language and culture. The project activity was aimed at creating a bilingual (Russian-Korean) dictionary of proverbs. We describe the progress of the project and its results. In addition to the dictionary of proverbs published in Korea, the students developed precise interpretations of Russian proverbs, selected Korean equivalents of these proverbs and identified their ethnocultural specifics. Based on authoritative sources, linguocultural comments on proverbs of both languages were developed and included in the dictionary entries. This is how we realized the cross-cultural aspect of the paremiological material description. In the course of working on the project, the students developed the following parameters of paremiological competence: skills of disclosing the meaning, skills of establishing equivalence and providing a linguocultural commentary on proverbs. The final control section confirmed an increase in the students’ development level of these parameters, which allowed us to draw a conclusion about the effectiveness of the project work as a means of developing the international students’ paremiological competence. The article makes a conclusion about the possibility of using research materials in the practice of teaching Russian as a foreign language and in compiling educational paremiological dictionaries.

Innovative technologies are a part and parcel of modern education. Being integrated in the education process, neural network technologies are of particular interest now. Chatbots are used for different purposes: to gain and consolidate knowledge, to test knowledge, to study foreign languages, to organize the education process, etc. The use of generative AI contributes to education efficiency, improves skills and students’ motivation. One of the most popular and promising generative neural networks is ChatGPT. The use of this chatbot got mixed reviews, and this article examines the possibilities of using chatbots in education. We attempt to use ChatGPT as a support tool for compiling a training manual on developing listening skills for EFL (English as a foreign language) students. We analyze the advantages and disadvantages of using ChatGPT for compiling teaching materials and outline recommendations on how to use this tool efficiently. We found that, in general, the use of ChatGPT optimizes the process of preparing training materials for intermediate-level students. However, it is important to take into account a number of features such as the language register, the genre and text type, semantic breakdown of the text, the risk of neural network making an error, etc. The article concludes that the chatbot, if used correctly, can become an effective virtual assistant for an EFL teacher.

The languages, in which children are raised and educated become a tool, a condition and a factor in the formation of children’s worldview and their linguistic picture. It underlies the ethnocultural and national identification of the child in the future. The education system faces challenges related not only to the education and development of children, but also to the formation of an all-Russian civic identity, to the education of a person with linguistic and sociocultural competence, the one who respects the language, culture and traditions of the peoples of the Russian Federation. This idea permeates all normative acts concerning the content of education. Education is becoming a strategic tool for ensuring the linguistic and ethnocultural diversity of our country, a support for preserving the experience of intercultural and interreligious interaction of the peoples that make up the Russian nation. Multilingual education, whose linguodidactic system ensures the development of the child in the Russian and Tatar languages, makes it possible to take into account the national and cultural needs of the younger generation living in the region.

The article reveals the experience of introducing a linguodidactic system for teaching children the Tatar language in a multilingual environment, designed to ensure the formation of a child’s national language picture.

The article is devoted to the peculiarities of using gaming technologies in teaching Russian as a foreign language. Particular attention is paid to the concepts of “edutainment”, “gamification” and “game technologies”, which are considered as a type of innovative technologies in the modern educational process. The game is the basis of these concepts. The article describes the functions of the game and its linguodidactic potential. A brief history of the emergence of these terms is examined and an attempt is made to differentiate them. The effectiveness of using gaming technologies in teaching Russian as a foreign language is proven by creating a comfortable atmosphere in the classroom, increasing interest in the language, activating students and their involvement in the educational process, activating existing and obtaining new knowledge, its practical application, consolidating positive emotions from learning the language. We give examples of a variety of game tasks aimed at developing various personal qualities, as well as testing residual knowledge on previously studied grammatical and regional studies topics. The article concludes that the use of gaming technologies in the process of teaching Russian as a foreign language helps in solving many methodological problems, enabling to form various competencies by over-coming the language barrier and creating special conditions for learning.

The article describes the work with a literary text and its adaptation in the classroom of Russian as a foreign language. In particular, we focus on the ways of understanding a literary text by including a film adaptation into classroom activities. Special attention is paid to the characteristics of the intersemiotic translation and its basic concepts: adaptation, film adaptation and interpretation. For the methodology of teaching Russian as a foreign language, this distinction is conditional and is of great interest from the point of view of understanding the idea and content of the literary text and the peculiarities of its interpretation. When working with international students, the use of screen versions of Russian literature texts helps, on the one hand, to simplify the process of understanding their meaning and key points by visualizing verbal and nonverbal components of the text, on the other hand, to complicate this work - to increase the amount of information provided. The present paper presents the algorithm of working on the text of the short story “Kashtanka” by Anton Chekhov and its film adaptations and formulates sample tasks for classroom and independent work.

This scientific article examines the concepts of “media-text” and “linguistic and cultural competence”, analyzes various definitions of these concepts in the works of researchers in the Russian Federation and describes the features of working with media texts in classes of Russian as a foreign language.

The article emphasizes the importance of including media texts in the educational process for the effective presentation and control of the acquisition of linguistic and cultural information, the development of productive and receptive types of speech activity in Chinese students, in particular, the skills of listening, speaking and reading.

This scientific article provides teachers with recommendations and methodological approaches to the selection of certain media texts for use in classes of Russian as a foreign language. The results of the study may be useful for the further development of educational materials aimed at developing linguistic and cultural competence in Chinese students.

As a result of the research, we have found that media texts are an essential tool for learning language and culture in a multicultural context; the use of media texts increases foreign students’ motivation and interest in learning Russian as a foreign language. The article presents the results of an experimental study that confirm the hypothesis that media texts contribute to the development of linguistic and cultural competence and have a positive effect on the learning process.

This paper focuses on the differences between General English and Business English in terms of linguistic and linguodidactic approaches. References to normative documents and fundamental studies are essential for conducting in-depth research in the field of Business English. The paper presents and analyzes multiple sources that address the topic and describes the significance of the target audience in Business English. The article also discusses the key aspects necessary for modeling teaching materials and addresses the roles performed by the Business English teacher, namely: aids taking into account the needs and assessing the abilities of the target audience, the necessary conditions in a multicultural educational environment for students to exchange their cultural values, new educational and methodological resources, such as problem-based communicative tasks that promote the development of necessary competencies and skills for conducting successful intercultural communication in a business environment, etc. The paper examines and analyzes various Business English courses taught in Russian universities. It aims to correlate the course content with the requirements outlined in normative documents and educational standards.

The Fourth Industrial Revolution and the concept of “Open Innovation” not only changed the nature of international economic processes, but also brought significant changes in the educational sphere, which indicates the relevance of this paper whose purpose is to analyze what digital technologies can be used in the preparation of music teachers in the People’s Republic of China. This objective mediates the following tasks: to reveal the content of the concept of digital technologies; to identify the historical reasons for the Chinese government’s decision to improve the digital competences of future music teachers; to list the digital technologies that have been actively used in the training of Chinese music teachers over the period of 2000-2010 and from 2010 to 2023. The study is based on the works of the following authors: M.G. Bresler, T.L. Guruleva, C. Huai, L.S. Orlova, K. Schwab, L. Han and others. Its scientific novelty lies in the systematization of various researchers’ opinions on the topic of this work. The obtained results can be used by practicing teachers of music pedagogy.

The development of foreign language professional communicative competence is based on improving the students’ language subcompetence since only with the automated language skills it is possible to move on to the types of speech activity with the concomitant development of communication skills. Given the variety of forms of organizing students’ educational activities, aimed at mastering their lexical and grammatical skills in the formulation of utterances, it is important to solve the problem of a systematic approach to the implementation of tasks. In this regard, the main goal of the article is to develop a consistent model for improving the lexical and grammatical skills in cadets of educational organizations of the Ministry of Internal Affairs of Russia based on a specific type of the task. To this end, the article elicits the possibilities of developing a series of tasks in the format of lexical and grammatical transformations to improve language subcompetence as a constitutive part of foreign language professional communicative competence.

The proposed system of tasks for improving lexical and grammatical skills is built on the principle of growing complication: from one-component grammatical transformations, which are aimed at practising one specific skill on the studied lexical material without restrictions of thematic repertoire, to multicomponent lexical grammatical transformations.

The range of tasks includes grammatical transformations of the active voice patterns into the passive voice ones, the use of modal verbs and their equivalents to convey the given modal meanings with attention to the use of infinitive forms, the reconstruction of syndetic conditionals into asyndetic ones, the transformation of compound sentences into sentences complicated by predicative constructions and vice versa.

Within the framework of the lexical skills development, we illustrate the transformations requiring the use of synonyms or synonymous phrases, antonyms (taking into account phrasal verbs, which represent a separate lexical group), as well as substitutions, taking into account the collocation properties of lexemes and different degrees of idiomaticity inherent in complex nominative units.

Consistent and regular use of transformations is one of the effective ways to form a mechanism of equivalent substitutions.