This article considers formation and evolution vectors of lexical units belonging to the semantic field “Color” in English and French.

   The purpose of this study is to describe the functional status and pragmasemantic parameters of the color vocabulary in the French and Russian-speaking art space.

   The relevance of the presented work is due to the intensive transformation of the extralinguistic space today.

   We gain deeper knowledge of it and more complicated structure of this knowledge, which leads to the evolution of the language systems themselves whose vocabulary shows the most sensitive reactions and, consequently, the highest dynamics. The work is based on English and French dictionaries, as well as on the texts of special literature, articles, reviews and comments from users of specialized art sites and forums. The article clarifies the concept of a coloronym and provides the basic principles of color space standardization and related nominations. We establish the most significant functional trends that determine the emergence of new coloronyms. The article describes in detail the mechanisms of nomination in the diachronic aspect. Based on a detailed structural and historical analysis of lexical units, we draw conclusions about the productivity of certain types of human activities, which serve as a source of a significant number of coloronyms: traditionally it is the sphere of fashion, art, as well as craft, industry, medicine and travel. The study also reveals the growing role of extralinguistic factors in the current processes of color naming, highlighting the policy of world-famous organizations as a specific factor in the creation of new units.

   The article studies the psycholinguistic meanings of the concepts “the Russian Germans” and “the Volga Germans” in the linguistic consciousness of the Russian Germans and establishes the features of the linguistic self-presentation of this ethnic group. To study linguistic consciousness, a free associative experiment was conducted among the Russian Germans, in which informants were asked to record spontaneous associations to the stimulus “the Russian Germans” and “the Volga Germans”. As a result of the experiment, 171 reactions were received to the “Russian Germans” stimulus, 183 reactions to the “Volga Germans” stimulus. To determine the psycholinguistic meanings, the method of semantic interpretation of associations was used with the allocation of core and peripheral meanings. As a result of the study, we found that the psycholinguistic meanings of the concepts have similar meanings in the linguistic consciousness of the Russian Germans and are defined through lexemes indicating family ties (“family”, “ancestors”), people of the inner circle (“friends”) and compatriots (“countrymen”), as well as the tragic events in the history of the Russian Germans of the 20th century (“deportation”, “expatriation”, “exile”). In addition, psycholinguistic meanings have a pronounced positive connotation.

   The study elucidates the functional regularities of the reciprocal-reflexive pronoun “друг друга” (each other) with non-derivative and derivative words, including compounds and prepositions. The wide basis of the National Corpus of Russian is employed to evaluate the variant use possibilities of prepositions in pre-, inter- and post-position. We propose a theoretical substantiation of various cases of interaction between reciprocal pronouns and prepositions; the article actively involves collected statistical data on the frequency of use of various forms at different temporal stages. We outline two opposite trends in the sphere of reciprocal-reflexive pronouns with prepositions. The first trend, towards the interpositional use of derivative prepositions, is determined by the process of their reception by the language system and their convergence with non-derivative prepositions. The second trend, towards the pre-positional use of derivative prepositions, is conditioned by an awareness of the integrity of the pronoun “друг друга” (each other) and is supported by the mechanisms of spoken language. The first trend determined the functioning of prepositions with reciprocal reflexive pronouns throughout the 20^th century. The second trend has been actively developing in the last two decades. First of all, it supports the variability of unsettled prepositional-case constructions. We predict further growth of prepositional variants of prepositional-case constructions with the pronoun “друг друга” (each other), especially in colloquial speech.

   The article deals with certain aspects of the Tatar-Russian bilingual individual’s speech behavior in everyday discourse.

   The object of our analysis is the language of everyday communication of the Tatar-Russian bilinguals belonging to the young, middle and older generations inside and outside the family, as well as the specifics of language use in these spheres.

   We conducted a comparative analysis of the linguistic behavior of the two categories of respondents on the basis of the factual material, collected through questionnaires and the recordings of spontaneous conversational speech fragments. The research was conducted using descriptive, statistical methods and a correlation analysis, which made it possible to establish the correlation between the language situation, competence and social parameters of the respondents. The first group of respondents was humanities students of Tatar nationality, among whom 67.6 % of the respondents came from rural families and 32.4% were from urban families. The second group of respondents were representatives of different age groups of mono-ethnic and mixed families, as well as two representatives of other ethnic groups who have an above-average level of Tatar language proficiency. The analysis showed that in today’s active bilingual society the language of everyday communication is complex and multidimensional in its nature. Its functionality and range depend on the language personality’s place of residence and a communicative situation. In the course of our research, we identified the specifics and reasons for language mixing in Tatar colloquial speech. As the respondents leave their family society, there is a noticeable increase in the number of Russian words and expressions in their speech, which is especially characteristic of the younger generation of bilinguals. As the research has shown, in modern conditions, Tatar-Russian bilingualism is actively developing, penetrating into such a stable sphere as a family society. This phenomenon is also observed in modern families, which implement Tatar-Russian bilingualism and whose members’ first language is their native Tatar language.

   The article presents results of a comparative analysis of lexical complexity of educational texts in teaching Russian as a foreign language. The corpus size of the study is about 0.5 million words evenly distributed among six levels of language proficiency (A1-C2, Russian National System of Certification Levels of General Proficiency in Russian as a Foreign Language, further – RNSCL). The analysis algorithm is demonstrated based on B2 level texts, for which we estimated the values of the eight complexity predictors using the automatic analyzers RuLex (rulex.kpfu.ru) and RuLingva (rulingva.kpfu.ru): the number of tokens and types, sentence length, word length, lexical diversity (LD), terminological density, readability (MSIS) and frequency. B2 texts demonstrate significant differences in all the parameters, except for the word length. The validated B2 average word length is 2.26 syllables. The increase of lexical diversity from A1 to C2 is insignificant being within the range of 0.3 - 0.5. The complexity growth in RFL texts is accompanied by an increase of terminological density and the readability index. Since the RFL text is an important source of linguocultural information, the research findings may be useful to researchers, developers of educational resources and test materials, and teachers for text selection processes.

   The article examines the semantic history of linguistic units related to the nomination of persons in theatrical terminology.

   The subject of the study is the words actor, clown, buffoon, gaer, nominating “comic and funny” images.

   The article identifies a common source of the listed gallicisms, continuity in the definition of lexemes and stylistic markings of the units. We analyze the lexical role of foreign words, based on A. Pushkin’s texts, since of interest is a significant number of the units characterizing “actors” that were borrowed in the 17^th–18^th centuries; thus, we consider their connection with the etymology of these words and with their French prototypes. The Imperial Theater, created in 1756, caused significant changes in the cultural life of Russia, adapting foreign language terminology to new realities in the country. At the same time, this process is connected with events and with people, and in the 18^th-19^th centuries, on the same stage, you could see a French actress and a serf peasant’s daughter along with the son of a Kostroma merchant; there were Russian original musicians, Italian and French-speaking composers and conductors. The theater of the 18^th-19^th centuries was a combination of Western European and Russian art, acquiring the experience of foreign artists, adopting a foreign language without losing its original character, at the same time Russifying the foreign language vocabulary of dramatic art.

   The article tackles nationally specific vocabulary and its place in the linguistic worldview. Our research is aimed at a linguistic and cultural analysis of words, whose semantics shows peculiarities of different ethnicities’ worldview. The study material is based on data from different dictionaries and our personal observations. As part of the study, we consider three word groups. The first group includes particular words designating specific concepts, the second group – non-specific concepts, the third group – abstract nouns. Contrastive linguistics is focused on cultural and linguistic peculiarities of the language, as their understanding is essential for intercultural communication. By identifying common and different linguistic features, which is the foundation of the contrastive analysis, graduate students gain insight not only into the Russian language, but also into peculiarities of their mother tongue. Besides, by pinpointing language similarities they understand the affinity of different cultures. Using this approach, we enhance students’ theoretical knowledge and practical skills of the Russian language. The experience, gained in the analysis of specific and abstract words, is also invaluable in translation practices, wherein an incorrect search for an equivalent in another language can bring in pseudo-correlates.

   This article discusses the features characterizing the nominations of women that have developed in the linguistic system of the Russian, English and Tatar languages and determines the trends of modern word formation in relation to the name of the woman. These nominations are based on the agentive nouns of the Russian, English and Tatar languages with the meaning of femininity. The difficulty of studying this issue lies in the fact that nouns, denoting the female gender, are not always recorded in normative and special dictionaries, which reduces the possibility of assessing the usual or occasional nature of a particular lexical unit. Proceeding from this provision, we did not carry out the analysis of the fixed units with respect to this feature; however, the study uses the data on the frequency of the phenomenon presented in the corpus of the corresponding language. The article discusses the issues of word-formation that characterize this group of nouns and draws conclusions about the development trends in this area of nominations. The study is based on lexical units denoting the nominations of the woman and fixed by the corpora of the corresponding language in the period from 2000 to 2021. These units were selected by automated sampling and manually cross-checked. At the same time, we conducted a comparative analysis of this phenomenon in the Russian, English and Tatar languages to identify development trends. The study found that both traditional suffixes and new elements are used as word-building formants, which modify and supplement the meaning of the name based on their own semantics. The trend towards the absence of gender differentiation in a person’s professional nominations is more characteristic of the English language.

   The article considers negative epic female characters, largely stereotyped due to insufficient knowledge, as part of the system of ideas about a woman in the Russian language picture of the world. This work identifies the features of the negative epic heroines’ linguistic representation, reflecting the cultural and everyday realities of Ancient Rus'. The study is based on the texts with negative heroines as protagonists: the epics about elder heroes (“Dobrynya and the Serpent”, “Dobrynya and Marinka”), about epic competitions (“Gleb Volodyevich and Marinka Kaydalovna”) and about the epic of matchmaking (“Danube Ivanovich” and “Mikhailo Potyk”). These works allow us to identify the most significant elements characterizing a woman of the 9th-13th centuries: appearance, occupation, attitude towards the opposite sex, spiritual and moral qualities. Linguistic and cultural analysis of the female characters’ nominations shows that negative heroines are opposed to the common people and the norms accepted in ancient Russian society: they are representatives of the upper class and keep to themselves, they are characterized by cunning and deceit, as well as the ability to witchcraft. The emphasized immorality of the women, their deviation from the generally accepted norms is not only condemned, but it also serves as an example of unacceptable behavior. At the same time, a preferred model of a woman’s behavior in ancient Russian society is created based on the images of negative female characters.

   The article considers semantic changes in English words as certain movements in accordance with figurative schemes within the framework of the conceptual structure of the word and lexical categories. We believe this aspect to be relevant as the traditional approach to semantic changes of words in the diachronic perspective does not reveal the mechanism of transition from one meaning to another. In terms of cognitive linguistics, it is possible to more profoundly describe the phenomenon of recategorization in the English word semantics in the diachronic perspective and understand the essence of these changes.

   The scientific novelty of this study is the evaluation of semantic changes in the vocabulary of the English language from the standpoint of categorization, which is considered within the framework of diachronic changes influenced by a variety of external, extralinguistic factors, including the level of the development of civilization, culture and thinking of the English-speaking nation.

   We have provided rationale for the hypothesis that every shift of the meaning towards “improvement” or “deterioration” in the diachronic perspective will depend on the direction of the movement (to the core or periphery) of the word conceptual base: deterioration of the meaning is often associated with its movement towards the periphery, and improvement - with its movement to the core. The expansion and narrowing of the meanings of words is associated, respectively, with the movement from its part to its whole and from its whole to its part in the conceptual structure of words. In each specific case, the language selects the optimal way to change the value. This is the theoretical significance of our research. The possibility of using research materials in courses in the history of the English language, linguistic and cultural aspects of the English language, lexicology and stylistics of the English language determines the practical significance of the study.

   The aim of the study is to build a database of paremiological units for a neurocognitive test to assess the state of cognitive functions in patients with diabetes mellitus. To identify the most relevant and frequent paremiological units, we conducted a survey among native speakers of the Russian language. The paper describes an experiment conducted on the Yandex.Toloka site. As a result, we received 36900 descriptions of the figurative meanings of proverbs and sayings. The respondents properly interpreted 86 units of G. L. Permyakov’s paremiological minimum (from 85 % to 100% of correct interpretations), 11 units caused significant difficulties (from 35 % to 65 % of correct interpretations). Particular attention was paid to the analysis of the most characteristic cases connected with incorrect explaining of the figurative meanings of some units. In general, the base being created includes 56 proverbs and sayings interpreted correctly by the largest number of the informants (95 % or more).

   The scientific novelty of the study is its large-scale survey, conducted with the help of modern technologies, identifying the paremiological units mostly spread among native speakers of the Russian language.

   We selected linguistically validated material, which made it possible to create the basis of a new tool for assessing the state of cognitive functions in patients with diabetes mellitus.

   We associate the relevance of addressing the problem of the colloquial speech usage within the framework of a literary text and, in general, the consideration of individual techniques for creating colloquiality in the text with the need to determine the range of colloquial vocabulary use by masters of the word. Colloquiality is one of the most striking features of everyday speech related to spontaneity in communication. In everyday speech behavior of native speakers, colloquial speech clearly demonstrates both a function of communication and an expressive function. Colloquial speech is traditionally widely used by writers in a literary text to create a characters’ speech portrait and increase the impact of the author’s speech in works of fiction. The representatives of modern women’s Russian prose are no exception.

   The purpose of the study is to identify the specifics of creating colloquiality in a literary text in the works of outstanding authors of modern women’s prose.

   The study is based on V. Tokareva’s novella “Nothing Special”. This article uses descriptive and structural methods, as well as the method of linguistic and stylistic analysis in the study of the literary text. Particular attention is paid to individual techniques used for creating colloquialities in the text. We have come to the conclusion that V. Tokareva strives to bring the narrative closer to real life, to increase the expression of the narrative; therefore, she actively uses the elements of colloquial speech.

   The emergence and development of the Internet and information technologies in the late twentieth and early twenty-first centuries marked the formation of many interesting discoveries. The World Wide Web today is not only a means of communication, but also an unconventional communicative form that has given rise to virtual discourse and new scientific trends. Within the framework of Internet linguistics, diverse comprehensive studies are being actively conducted. Research into the electronic communicative space concepts is popular. This work reveals the “essence” of one of the leading concepts of senior people’s network discourse. The article describes the results of a content analysis of the Internet discourse, used by the elderly on the social network “VKontakte”, presents a content analysis of the community “We Are Pensioners”, analyzes the comments of publications left by the subscribers of this community. We provide a semantic-cognitive analysis of the selected concept and give its graphical model. Thus, content research, which involves the analysis of the publication texts, made it possible to establish that the key and most commented concept is the concept of “past”. The comments enabled us to conduct a semantic-cognitive analysis of the concept identifying its lexical representants (the core, the near, far and extreme peripheries) with a positive and negative character, structured into similar groups (the quality of life, human qualities, the quality of products and goods, characteristic features of sociocultural spheres).

   The article considers the implementation of appeal speech acts (calls and slogans) in the headings of V. Mayakovsky’s poems. The article notes that the title was of great importance for the poet, so almost all his poems have a title. Our study reveals that almost nine percent of V. Mayakovsky’s poems are titled with the help of appeal constructions, that is, they are appeals and slogans. We identify and consider structural types of the appeal headings, different in volume, from single-word sentences to entire couplet-verses with parallel rhyming. Most headings include imperatives with exclusive action semantics; in them, the lyrical subject occupies a higher position, is an authority that convinces readers to act in a certain way, in accordance with the new revolutionary and socialist norms. The article concludes that the titles of appeal are full-fledged participants in the directive (imperative) space, created by the poet, serving the purpose of influencing the reader, involving him/her in the revolution activities, persuading him/her of the need to follow the new rules of the Soviet power, to help the young Soviet state. V. Mayakovsky worked on creating the titles of his poems purposefully and thoughtfully, understanding their significant paratextual role.

   Based on the analysis of the texts from contemporary Russian literature, the article investigates one of the features of the “thirty-year-old” generation prose (V. Bogdanova, O. Vasyakina, K. Hepting, K. Kupriyanov, E. Manoilo, V. Pustovaya, B. Khanov, I. Khanipaev, et al.). As an additional source, this research uses “thirty-year-old” writers’ interviews and the results of the comparison of their prose with the texts and manifestos of “new realists”.

   The purpose of the research is to understand the features characterizing the combination of fiction and non-fiction in the latest Russian prose.

   The article raises the problem of biographical, non-fictional and fictional boundaries in the “thirty-year-old” generation texts. In particular, it appears necessary to understand how the millennial author’s biography is reflected at the levels of the genre, composition and plot. Special attention is paid to the authentic and psychological aspects in the artistic method of “thirty-year-old” writers who include the elements of a diary, confession and Bildungs-roman in the structure and content of their prose. They also create their own pseudo-memories, an alternative history. The research concludes that the “thirty-year-old” generation prose problems and poetics are influenced by the writer’s biography and personality, as well as the specific period of the time they write in.

   The article analyzes the construction of a mirror universe in the structure of the art world in the novel “The Handwriting of Leonardo” by D. Rubina. The mirror here acts as a universal world substance, a vital substance, manifesting itself in a variety of forms and determining the storyline and the fate of the characters.

   This thesis statement has determined the aim of the article – to identify, systematize and define the roles and functions of the mirror in the novel; the focus is not on the spatial and temporal level of the text, but on the level of character and image.

   At the initial stage of the research, following Y. Levin, we conceptualized the data of our lexical-statistical analysis, identifying “semiotic potencies of the mirror” in the novel: the mirror as a space-forming element, the mirror as a key-cipher to Anna Nesterenko’s inner world, the mirror as a central detail-symbol of the novel. The next step was to create a coherent conceptual description of the mirror continuum in D. Rubina’s novel. As a result of the research, we have come to the conclusion that the construction of the novel’s mirror universe and the new role-functions by the mirror substance takes place step-by-step. The mirror in D. Rubina’s “The Handwriting of Leonardo” is not just a stable motif, but one of the semantic and symbolic principles that are reflected in the emblematic structure of the work. This is the basis on which the author constructs the configuration of her world.

   The paper explores the interaction of factional and fictional aspects in Nabokov’s novel “The Gift” as the efficient artistic means used to arrange its narration structure. Describing the rise and maturity of Fedor Godunov’s literary gift and his keen, bright and fanciful individual perception of the world, the author undoubtedly exposes a replica of his own world outlook as a master of belles lettrés. The images of other two central characters are also autobiographical – Fedor’s beloved Zina, whom benevolent fate brings to him, as it happened once to Nabokov and his wife Vera; and that of his father, a natural scientist who lost his life in the expedition and was worshiped by Fedor like the author of the novel worshiped his. The confluence of factional and fictional is traced in the portrayal of many other personages, including N. Chernyshevsky, which extends artistic and structural perspective of the novel. The biography of Chernyshevsky, written by Fedor according to the plot and the evidence of O. Dark’s and A. Dolinin’s works, is also based on the documentary material. Fedor’s nostalgic reminiscences of his childhood and youth in Russia, reflected in his verse, have much in common with those described in his American memoirs. Thus, the permanent synthesis of factional and fictional in the narration from the protagonist’s childhood to his maturity becomes an efficient artistic means of composing the most sincere and intimate novel summing up Nabokov’s Russian émigrée legacy.

   S. Kondurushkin’s notebooks are an important but little-known part of his literary heritage. They are crucial for understanding his creative laboratory and the most important documents of Russian literary history of the 1900–1910^s. This article introduces the materials of Kondurushkin’s notebooks, relating to the time of his stay in the Middle East, into scientific circulation. Special attention is paid to Kondurushkin’s notebooks from the early 1900^s. At that time, he was a teacher and later an inspector assistant of Arab schools of the Imperial Orthodox Palestinian Society in Syria. In the notebooks, he records details of everyday life in the Arab East, anecdotal incidents and his work with various sources, including Arabic folklore. The essential historical and literary part of the notebooks are the sketches and fragments of Kondurushkin’s works, which he prepared for publication in Russian magazines and newspapers, as well as the details of his correspondence with the editors. Our analysis shows how the realities of Middle Eastern daily life become a tool for learning one’s own ethnicity, for heightening its sense in an alien cultural environment. Materials of Kondurushkin’s notebooks make it possible to clearly see how the “other culture” is perceived and reproduced by a person who finds himself in the Middle East for the first time and is interested in understanding the new land and its people. The attitude of the young author is note-worthy, demonstrating his maximum openness to all forms of manifestation of “otherness”, his readiness not only to understand, but also to accept it. For the first time, the article introduces materials from Kondurushkin’s notebooks, relating to the time of his stay in the Middle East, into scientific discourse.

   The article examines the folklore paradigm of Tatar and Russian poetry of the 1960^s and 1980^s based on poetic works and reveals the function peculiarities of oral folk art traditions, which influenced the formation of the artistic individuality of verbal art. Folklore traditions contribute to the development of a different poetic concept of the world, a new concept of the lyrical hero, the content and form of works. The significance of the article is determined by the fact that the peculiarities of the influence that folklore traditions had on Tatar and Russian poetry of the 1960s and 1980s have not been extensively addressed before. Tracing the folklore paradigm of Tatar and Russian poetry makes it possible to identify specific features of the development of different national literatures, to determine their general and special patterns of application and functions of oral folk art traditions. The scientific novelty of the article is determined by the following: firstly, our attention is focused on the functional and artistic role of folklore motifs and images as a special form of artistic generalization; secondly, we reveal the common and special aspects of their application by poets of different literary traditions. The research results state that the folklore paradigm of Tatar and Russian poetry is different, the motifs and images of oral folk art serve to actualize the author’s position in accordance with philosophical and aesthetic concepts and specific creative attitudes. Folklore images and motifs are perceived by poets as an opportunity to change artistic paradigms in the 1960^s and indicate the return of literature to national classical traditions.

   The article discusses some publication features of the Spanish translations of Leo Tolstoy’s novel “Anna Karenina”, made at different times in the 19th, 20th and 21^st centuries. The novel “Anna Karenina” has been translated into Spanish numerous times. To date, there are many translation versions that are of great interest in terms of their study and analysis, since each of the versions is a reflection of its historical era, allowing us to explore various linguistic phenomena. The Spanish reception of the novel “Anna Karenina” is considered within the framework of the history of Leo Tolstoy's oeuvre reception as a whole. This paper traces how the historical context and relations between Russia and Spain influenced the perception of Tolstoy in Spain. Particular attention is paid to the specifics of the first translations of the novel into Spanish, which became the starting point in popularizing one of the greatest Russian writer’s work in Spain. We also consider the role of popularizers of Russian culture in Spain, and its significant impact not only on the emergence of new translations of Tolstoy’s works, but also on the establishment and strengthening of Russian-Spanish literary connections.

   The article deals with a unique experiment, conducted by Sergey Tretyakov, one of the founders of the “literature of fact” theory, to create a new genre of a biography-interview, actualized in the second half of the 1920^s in the process of his communication with the Chinese student Dan Shi Hua. The issue of fiction and non-fiction correlation in the book “Dan Shi Hua: Biography-Interview” is considered in the context of the factography theory and the discussions of the 1920^s on the goals of literature, the genre crisis and “a living person”. The article analyzes the fight of the LEF group against such “belles-lettres vestiges” as the plot, typification, psychologism and figurativeness. Tretyakov’s biography-interview is the most natural and artistically significant attempt at implementing the LEF program. The article reveals some special features of the new documentary genre of polygenetic nature, which combines the traits of an autobiography, memoires, physiological sketch, travelogue, scientific guide and dictionary. We describe the particulars of its narrative structure and trace the techniques of modeling an image of an implicit interviewer. In the process of the stylistic analysis of the biography-interview, we examine the orientation of the text towards its interlocutor, the bearer of another culture, and the metaphorization pattern, drawing upon the empirical experience of the autobiographical narrator. The article highlights the markers of striving for factual exactness and objectivity. Besides, we note such fiction features as “natural storytelling” of a human life, a wide application of the alienation technique, and an abundance of distinctive metaphors and comparisons. The article concludes that by consistently implementing the factography theory postulates, Tretyakov indicates the boundaries of this type of literature capacity.

   The article studies Rachel Givney’s novel “Jane in Love”, which conjectures the biography of Jane Austen who is considered to be the mother of chick lit. The study proves that Givney uses: 1) the principles and techniques of chick lit, a modern literary genre of the post-feminist era, at the same time revising the matrix of chick lit; 2) a fabulous narrative theme, discovered by V. Propp, which also undergoes some revision. Givney rethinks the happy ending conceptually important for chick lit and for the fairy tale with regard to a psychological novel devoted to an artist who has found his voice and his place in world literature. In her narrative about Jane Austen, a time traveler, the writer conceptualizes her significance for modern English culture and the Englishmen structuring her novel with formulas-codes of Jane Austen’s oeuvre. The main storyline of her novels is devoted to the complexities of love, and their plots assume a certain set of components. A love affair with a happy ending in the spirit of the Cinderella fairy tale is the main formula of Jane Austen’s novels, which is in demand in chick lit. R. Givney reduces this formula and fills it with a new content: her Jane Austen sacrifices a man for the sake of the future.

   The article examines the features of humor and satire usage in the works of Russian and Tatar poets addressed to children. Many poems for children have an optimistic worldview, they are full of humor and light irony. Most often poets turn to the techniques of parody, paradox and puns to create playful situations in their poems. Poets, creating humorous works, turn to a naive, “childlike” view of events, playful situations, play with words. In children’s poems, the satirical content is not intended to denounce the shortcomings of the characters, but to bring up the correct view of the world and the rules of conduct in society in a humorous and unobtrusive form. Humorous and satirical works by A. Vvedensky, N. Zabolotsky, D. Kharms, A. Barto, K. Chukovsky, B. Weiner, G. Tukay, M. Gafuri, G. Afzal, Sh. Galiev, R. Valieva, R. Minnullin, L. Leron, F. Yarullin, G. Gilmanov, R. Kurban and L. Shayekh reveal to the readers the unexpected novelty in the familiar phenomena of life, develop a love for poetry, careful attention to the meaning of words. Tracing the history of the satirical and humorous poetry development, we can see that this genre continues to develop in the second half of the twentieth century. We see this success not only in the increasing number of authors writing for children, but also in the growth of their skills, in their ability to create humorous and satirical works, images and characters.

   Based on the material of translations and original poems by Alena Karimova, the article identifies the characteristic features of the creative method of the Russian-speaking poetess, whose work can become an example of the continuity actualization of two languages and cultures.

   The purpose of the article is to describe the characteristic features of the creative method of the author, whose poems are an example of acceptance and reflection of the unique features characterizing two cultures.

   The translations of the Tatar poet Suleyman (Suleymanov Dzhavdet Shevketovich) into Russian allow us to conclude the dialogic relationship between “ours” and “theirs”. On the one hand, Karimova’s translations are characterized by an adequate transfer of the Tatar poetics into Russian; on the other hand - by their entry into the modern Russian literary context, which leads to a change in the semantic and emotional-evaluative content of Suleyman’s works. Karimova’s original work is an example of harmony and complementarity of different cultural layers. The lyrical heroine of the poetess shows involvement both in her native (Tatar) and Russian culture, bearing the features of transcultural consciousness. In the course of the analysis of the poetess’s translations and lyrical works, we concluded that Karimova’s original lyrical poetry overcomes different cultural meanings, the poetess’s translations become an example of the original work concretization, the transformation of the emotional and semantic component of the text. The article establishes the identification of the poetess’s translated works with the forms familiar to Russian literature.

   The works of E. Vodolazkin, who invariably refers to the historical past in his works, nevertheless defining his prose as “unhistorical”, allow us to raise the question of their specifics with regard to historical discourse functioning. Our analysis is based on E. Vodolazkin’s novels of the 2000s, starting with “Solovyov and Larionov” and up to the latest one – “Chagin”. The aim of the analysis is to consider the writer’s prose as an integral artistic system, which is based on his religious and moral concepts. It is established that in the “big” and “small” history, Vodolazkin is interested in the things that tend to be re-
peated, that are somehow connected with the moral formation of a personality. The article explores the features of the embodiment of the idea characteristic for the writer: the priority of personal history over universal history, since only the former possesses a spiritual and moral purpose. We reveal the forms of artistic refraction of the spiral-shaped Christian model of time-eternity, formed in the Middle Ages, in Vodolazkin’s prose. From this perspective, we analyze the cross-cutting motifs, the principle of “similarities”, which organizes the system of images and determines the nature of intertextual connections, and the originality of the plot structure of his novels. The article proves that in the novels of Vodolazkin, the world picture is based on the combination of a “view from above”, which makes it possible to understand what is eternal and what is temporary, and a “close-up”, presenting simple phenomena of the earthly world in a stereoscopic image reminding of the eternal. The shift of the emphasis on the details of private existence, the importance of sensory perception of the world, most vividly embodied in the chapters devoted to childhood and found in all the writer’s novels, allows us to conclude that the features of the historical discourse functioning in Vodolazkin’s artistic system are determined by his appeal, so to speak on a new spiral turn, not only to the medieval concepts of time, but also to the experience of sentimentalism.

   The article studies the poetics of M. Miller’s novel in the context of the initiation plot representation. The search for the hero is considered as one of the main problems of modern American literature. We use the cultural-historical and comparative methods and the method of narrative analysis in our research.

   The relevance of the study is the synthesis of approaches to the analysis of the novel “The Song of Achilles” by M. Miller.

   The study hypothesizes that, the technique of remythologization enables the writer to represent the universality of the human development stages and the crisis trials that adolescents face. The novel is considered both in the context of rethinking of the mythological narrative and in the aspect of representing the archaic model of initiation. The mythological plot basis, which implies plot determinism, makes it possible to emphasize the axiological, emotive discourse and protagonists’ inner changes. The parallel initiation of Patroclus and Achilles explicates the dichotomy of the godlike and the human elements in the inner nature of the characters. Patroclus, being close to the hero, shares his fate. He literally and metaphorically becomes Achilles in the finale of the novel, entering the battle in his armor and under his name. Achilles, on the contrary, shows human features due to the fact that he matures next to Patroclus. The article concludes that the theme of formation and internal evolution of the person in the context of the initiation rite and mythological narratives plays a plot-forming role in modern American literature.

   In his work, the modern American playwright Don Nigro frequently refers to the personalities of world spiritual culture – philosophers, artists, musicians and writers. Russian cultural personalities occupy a significant place among them, great Russian writers in particular, to some of these personalities individual plays are dedicated, while others appear in them as minor characters. Such is the play “Dostoyevsky” (2015), in which the writer’s work is inextricably linked with his biography. In this essay, we set out to analyze this synthesis of the factional and the fictional. Biographical facts and real personalities are intertwined with the characters of Dostoevsky’s works in the same artistic space in such a way that it is sometimes difficult to separate what is happening in reality from what is a figment of the artist’s imagination. As a result, a bizarre canvas is created where the biographical facts become a kind of palimpsest, on which his creativity is super-imposed. In his plays, Nigro, as a rule, is more interested in the details of his characters’ personal life than in their creative work but this play differs favorably from some others. At the same time, despite the use of a number of postmodern strategies - fragmentation, palimpsest, abundant intertextuality, carnivality, images of mirrors and labyrinths as key symbols – the playwright goes beyond the purely postmodern game and creates a psychologically convincing image of a genius writer. The playwright himself has repeatedly confessed his great love for Russian literature, and this play is another confirmation of this.

   The paper, devoted to Anthony Trollope’s novel “The Prime Minister”, analyzes the author’s use of the fact for creating his personages, in particular, his making use of biographical facts of real political figures. The work traces historical events of British political life in the second half of the 19th century and lives of famous politicians – William Gladstone and Benjamin Disraeli. Special attention is paid to the images of political figures, both conservatives and the so-called new politicians, represented in the novel. The paper is focused on the author’s attention to the fact and his scrupulous depiction of political life, including facts from his own biography and his own political experience, which is a characteristic feature of the whole “parliamentary” series of Anthony Trollope’s novels. The work reveals analogues in the plot of Trollope’s novel, connected with the destiny of one of his main personages, with the destiny of Leo Tolstoy’s heroine as well as with the events that took place in Russia and in England in the end of the 19^th century. The paper also focuses on the lives and things that motivate the actions of the rebel-characters in English political and social system in the Late Victorian period.

   The article represents the essential features of diminutives in the Russian and English languages and their impact on intercultural communication. We analyze the types of diminutives in English and Russian, the specifics of their perception and interpretation by representatives of the two cultures, as well as their influence on the communication of speakers of different languages. The article contains examples of diminutive forms’ functions in speech, which demonstrate how these forms affect the perception and understanding of information. The article defines such key concepts as “intercultural communication”, “diminutive forms” and presents the characteristics of the forms in English and Russian in their lexical and grammatical aspects, illustrated by examples. The article considers cases of intercultural communicative failures associated with ignorance of the specifics of the word-formative forms’ functions, diminutives in particular, and their cultural context. Diminutive forms are a kind of special emotionality indicators inherent in the nature of the Russian people, therefore, when teaching Russian as a foreign language, it is necessary to pay special attention to the word-building forms that have additional connotations. The results of our research can be used by linguists, teachers of foreign languages and anyone interested in the issues of intercultural communication.

   The article highlights the history of the emergence and development of personalism in world science. We analyze modern terms and propose concepts, related to personalized education. The article reviews the works of famous scientists and philosophers in Russia and abroad (F. Schleiermacher, F. Aquinsky, E. Kant, E. Munier, etc.) and considers the issues of personality theory (theory of needs) in the works of G. A. Murray. We also present the views of leading Russian scientists – representatives of psychological science – on the issue under study (N. A. Berdyaev, L. M. Lopatin, etc.), identify and compare the definitions of the personalization concept, found in different fields of science (A. G. Asmolov, D. A. Leontiev, A. B. Orlov, V. A. Petrovsky, E. B. Starovoitenko), clarifying some modern definitions of the personalized education concept. The article determines the features of the personalized education concept (D. S. Ermakov, P. N. Kirillov, N. I. Koryakina) and notes the differences in the understanding and application of the terms “personalized learning” and “personalized approach to learning”. The personalized model of education in relation to secondary and higher education is characterized by the example of a higher school (Tyumen State University; a joint project of NUST “MISIS”, Tomsk University of Control Systems and Radio Electronics, MPSU).

   The article describes the features of developing a thesaurus-type electronic translation terminological dictionary model for international students of engineering universities taking into account their real communicative needs. Electronic materials for self-study are in short supply. This gap can be filled by digital systems in the form of translation terminological dictionaries. The existing reference systems have a number of disadvantages that make them inaccessible to most foreign users. The main problem of the latter is the poor level of proficiency in the Russian language, in particular Russian for specific purposes. The translation terminology dictionary model, developed by one of the authors, is a mobile application on the Android platform that allows one to search for terms from different sources, automatically highlighting the terms in the text, importing them, determining their meaning in context, offering their translation into English, implementing the functions of adding notes to the term and new terms, adding them to the favorites and offering tests that check the knowledge of the terms. The options for adding terms can be used by both a teacher and a foreign user, with the only difference that the teacher has the ability to add terms to a remote database accessible to all users, and the student ‒ to a local database, where he/she has the ability to translate the terms into his/her native language, which helps create an individual terminology dictionary for different disciplines and to form the subject component of their communicative competence.

   The current article examines the media discourse linguo-methodological potential for the communicative competence development in foreign language classes (including Russian as a foreign language). Special attention is paid to the analysis of typical exercises; the article identifies lack of efficient exercises aimed at developing students’ communicative competence using modern media discourse. We analyze the possibilities that diverse media texts offer in teaching foreign languages and give recommendations on the selection of illustrative materials, suggesting a set of exercises aimed at forming and improving students’ speaking skills. We used a descriptive method as a leading method in this study, partially relying on a conceptual type of language material analysis. It was found that the utilization of news and song texts in the process of foreign language teaching increased students’ motivation to learn a new language, activated all types of learners’ speech activities, and gave them an opportunity to explore standard communicative situations enriching their vocabulary. The use of IT technologies in foreign language classes contributes to effective lesson planning and allows creating authentic language environment for learners, which, in its turn, increases the efficiency of students’ communicative skills development in standard speech situations. The undertaken study resulted in the following findings: the linguo-didactic potential of media discourse in teaching foreign languages, to be more precise in the process of developing students’ communicative competence, is very high; the use of ICT in the educational process highlights the need to develop new methods for working with media texts.

   The article discusses the methods of developing law students’ speech culture.

   The relevance of the research topic is due to the fact that highly professional personnel are needed in various structures of the law enforcement system.

   Therefore, a future lawyer, along with possessing professional knowledge and skills, must be competent in various types and forms of business language. Introducing law students to the norms of speech culture involves the correct and appropriate use of language tools in various fields and
conditions of communication.

   The aim of the study is to establish the level of first–year law students’ proficiency in speech culture and rhetorical skills, as well as to elaborate modern methods that contribute to the development of students’ communicative speech competence.

   The results of the study show that students’ proficiency in the norms of the Russian literary language and rhetorical techniques is not good enough. These data enable us to outline further work on improving the literacy level and the formation of communicative skills in law students. In order to improve the preparation of future specialists, it is necessary to use a variety of forms of classroom work: presentations, role-playing, discussions, etc. This research will be useful for students – future lawyers and teachers of the Russian language and speech culture.

   The article is devoted to the culturological approach in the study of M. Prishvin’s works in the lessons of Russian (native) literature in the middle classes of secondary schools. In school, the individual works on natural history by M. Prishvin are studied in elementary school and in grades 5-6 of secondary schools; however, in literature lessons, students do not receive a holistic view of the life and work of the outstanding writer-philosopher of the twentieth century; this is evidenced by the analytical review of text-books presented in the article. When studying M. Prishvin’s work, the main focus is on the genre features of individual works included in the school curriculum, the images of characters, national and cultural values, as well as the beauty of Central Russian nature. His major work, studied at school, is the true story “The Sun’s Storehouse”, although the writer’s oeuvre also includes the novels “Koshcheev’s Chain”, “The Sovereign’s Road”, the philosophical story “The Tale of Our Time” and the diaries of 1905-1954. The implementation of the culturological approach in the lessons of literature and Russian (native) literature helps students to consider the writer’s work in the context of Russian culture, to get acquainted with syncretic genres: a fairy tale, a fairy tale novel, a poem in prose, to feel the metaphorical nature M. Prishvin’s prose language. A holistic study of M. Prishvin’s works allows students to identify the relationship of his works with the works of A. Gorky, A. Blok, A. Platonov, as well as with Russian literature of the 19^th century. Thus, the use of the culturological approach is necessary for the development of students’ skills of analyzing literary works and for the perception of M. Prishvin in a broad cultural context, it fosters their appreciation of the beauty of nature, love for their Motherland, which begins with the love for one’s native land.

   The article characterizes a linguodidactic description of TORFL-2 and presents the principles of the description, the structure and content of each part. The linguodidactic description of TORFL-2 is based on the principle of text-centricity, as well as the thematic principle of description, reflecting such subject areas as “A Person and His Private / Personal Life”, “A Person and His Educational Activity”, “A Person and His Professional Activity”, “ Man and State”, “Man and Society”, “Man and His Spiritual Development” and “Nature and Man”. In the linguodidactic description, the situations of communication in the social, socio-cultural and official business spheres of communication are selected, taking into account the communicative needs of international students. The linguodidactic description reflects a hypothetical model of the speech behavior of an international student who speaks Russian as a foreign language at level B2. The structure of the linguodidactic description consists of three parts. The first part includes a description of the student’s communicative competence in all types of speech activities in different subject areas. Part 2 contains typical texts and their characteristics. Part 3 describes the content of language competence. The linguodidactic description of B2 determines the scope and content of the communicative competence that a student at level B2 should have, which forms the basis for compiling programs, textbooks and teaching aids, as well as developing test and measuring materials. The linguodidactic description creates an objective basis for creating a bank of test items and their detailed and unambiguous specification.

   This article is devoted to the history of Russian language learning by the Tatars of Siberia in the late 19th–early 20th centuries. In accordance with the Rules on Measures for the Education of the Inorodets (national minority) Inhabiting Russia, Approved by His Majesty on March 26, 1870, schools were established where Muslims learned Russian and other secular disciplines as part of the primary school curriculum. The Tomsk Russian-Tatar School was the first to be established. It was opened in the 1875-1876 academic year. With the development of Jadid education in Siberia, from the end of the 19th century and especially after the Russian Revolution of 1905-1907, the Russian language was introduced in madrasahsand maktabs. The most important phenomenon was the creation of women’s maktabs, where, along with religious subjects, girls began to study secular disciplines. At the same time, Russian-Tatar schools were created in accordance with the education reform carried out by P. Stolypin, the Chairman of the Council of Ministers of the Russian Empire, and the introduction of a number of new Rules of the Ministry of Public Education (MNE) on the education of non-Russian peoples. In Siberia, the most significant examples were the Russian-Tatar school in Tyumen, opened in 1913, and the Tomsk two-class Russian-Tatar school, opened in 1913 in memory of the centenary of the Patriotic War of 1812. Along with education for Tatar children in Tomsk, courses for adults were run in Tomsk from 1909. In 1916, training courses were organized in Tomsk, where Muslim youths (primarily Tatars and Kazakhs) could prepare for a teacher’s certificate and a certificate of maturity exams. Russian Muslim libraries played an important role in familiarizing the Tatar population with Russian culture. Along with the periodicals and books in Tatar, other Turkic languages of the peoples of Russia and Arabic, there were periodicals and books in Russian. Thus, by the revolution of 1917, a whole set of Tatar Muslim educational and cultural-educational institutions had emerged in Siberia, which made it possible to study and further improve the level of proficiency in the Russian language and literature.

   The article is devoted to the relationship between the linguistic and cultural aspects of communicative behavior and their consideration in the content of teaching Russian as a foreign language.

   The object of our study is the norms and traditions of everyday behavior of Russian and Chinese culture representatives in the field of public food service.

   The purpose of the study is to compare Russian and Chinese traditions of communicative behavior in the gastronomic field, to determine the level of ethnocultural and linguistic knowledge of international students in this study area, to identify the relationship between their level of knowledge and the development of the students’ intercultural communicative competence, which is an integral characteristic of the personality.

   We aim to substantiate the need to take into account the features of the national communicative behavior in the field of public food service in the content of teaching the Russian language to Chinese students. The study was conducted using the methods of the analysis of scientific and educational literature on the research problem, the survey of 962 students from higher educational institutions of China, mathematical processing of the obtained data and a comparative analysis. Quantitative and substantive processing of the survey data showed considerable differences in the norms and traditions of Russian and Chinese culture representatives in this study area, a low level of students’ ethnocultural knowledge, a high level of students’ lexical knowledge in the field of public food service and cultural barriers affecting the level of Chinese students’ intercultural communicative competence development. The article comes to the conclusion about the need to take into account the communicative-behavioral aspect of everyday life culture and the norms and traditions of Russian and Chinese cultures in the field of public food service in teaching Russian as a foreign language. Research prospects are connected with the development of the educational interactive platform “Gastronomic trip through time”.

   The article studies the development of the concept “communicative competence” in the history of linguistics and the Russian language teaching theory and methodology, overviews the basic conceptions devoted to the interpretation of this term and presents the structure of communicative competence found in the works of different researchers. We consider and analyze modern technologies and didactic materials that form students’ communication skills. It is proved that communicative competence is multicomponent, it is a set of linguistic, discursive, sociolinguistic, pragmatic, strategic and socio-cultural components. The article deals with the forms and methods that contribute to the development of communicative competence in two forms: oral and written. Of particular interest are innovative technologies, methods and forms of work in the classroom, as their application contributes to the creative development and self-development of students. The formation of the considered communicative competence ensures the development of a person who is able to communicate in different cultural spaces. It is the communicative competence that ensures the development of a creative and competitive personality, in so far as the text activities get more complicated, practical skills are formed, and students familiarize themselves with the spiritual world and culture of the native language with a careful attitude to their own language. It is concluded that the development of communicative competence occurs when the competence and activity approach to learning is implemented.

   The article discusses the most effective methodological means of work when teaching proper names in Uzbek schools. It is insufficient to use only the linguistic aspect, presented in the current textbooks of the Russian language, it is important to use the linguoculturological approach in modern schools, since it is necessary to form schoolchildren’s cultural competence. The research uses such methods as question-naires, analyses and generalizations. We prove that the study of proper names in the linguoculturological aspect will contribute to the expansion of the linguistic and cultural outlook of Uzbek schoolchildren. The conducted research confirms the idea that anthroponyms and toponyms require more attention. The list of proper names, proposed by us, made it possible to draw the attention of Uzbek schoolchildren to outstanding figures of Russian science, culture and education. The names of the most famous cities, rivers, and lakes of Russia are also included in our list, which Uzbek schoolchildren got acquainted with in Russian lessons in grades 5-6 during the 2021-2022 academic year. The most effective method of work turned out to be mini-projects about proper names, which were carried out by students during the school year. We believe that the results of our study may be of interest for teaching Russian as a non-native language, as well as for postgraduate and undergraduate students of Russian.

   The relevance of the article is based on the significance of studying the possibilities of modern educational technologies used to organize students’ project activities in the context of digitalization.

   The work is devoted to identifying the educational potential of digital storytelling aimed to develop future teachers’ professional competencies. Analyzing the theoretical sources on the topic, we highlight the educational functions of this technology and provide examples of the main competency groups, in relation to which it yields positive results.

   The aim of the presented study is to substantiate the effectiveness of the digital storytelling impact on the development of students’ cognitive and information competencies.

   The article analyzes the educational standard of a master’s degree for “Pedagogical Education” to reveal the potential of the technology and identifies the competencies, in which cognitive and information components are most likely to be manifested. We have designed a questionnaire to gauge the effectiveness of this technology. The research methods include the analysis of theoretical sources, generalization and systematization of the key concepts, the survey method and the quantitative data analysis. The practical part of our work was a pilot study, in which students developed and implemented their projects based on digital storytelling. The result of the study was the self-assessment of students’ information and cognitive competence development.