The article studies the functions of the temporal lexeme summer in the framework of the language and speech aesthetics.

   The main purpose of the study is to analyze the semantics and figurative properties of this lexeme, used in poetic texts of the 20th–21st centuries.

   To this end, we used such methods as descriptive-analytical, semantic-stylistic, quantitative and the method of analyzing dictionary definitions. The study of language material is based on poetic works of the 20th–21st centuries. The conducted research allows us to conclude that the word summer is most often used in its dictionary meaning ‘the warmest time of the year following spring and preceding autumn’, which is the basis for the implementation of the figurative possibilities of this lexeme. There are eight paradigms, in which the word summer is used as a subject of a comparison. The image of the comparison in these models is implemented using the words related to the concepts of “a living object”, “something mental”, “a plant”, “something existential”, “space”, “light”, “information” and “an object”. In addition to direct ones, three inverse paradigms have been identified, in which the subject of the comparison is represented by the words belonging to the semantic spheres “a living object”, “something mental” and “information”. The highest productivity is characteristic of the “summer → a living object” paradigm, which includes nine images. Three figurative models have the property of reversibility: “summer → a living object”, “summer → information”, “summer → something mental”.

   The paper deals with the epistemological dilemma of the knowledge of God in the theolinguistic discourse. This dilemma is a paradox of the knowledge of God with His incomprehensibility. The resolution of this paradox is to be found in a constructive conflict of cataphatic and apophatic methods of theology, which are excellently implemented in the Christian mysticism writings of the 5th century – the treatises from the Corpus Areopagiticum. These pseudo-epigraphs, inscribed with the name of the Apostle Paul’s disciple Dionysius Areopagita, are a product of Christianized Neoplatonism in synthesis with the biblical tradition. We have analyzed the language reflection of the mentioned gnoseological dilemma, expressed in the linguistic innovation of Pseudo-Dionysius. The paper studies the lexical, word-forming, morphological and syntactic means used to resolve the specified conflict. The research is based on an inductive methodological approach – by selecting and describing specific linguistic facts to understand the essence of the phenomena behind them. Using concrete examples, we prove Pseudo-Dionysius’ choice of the apophatic method over the linguistic units of the text. The cataphatic method is built mostly on lexical and morphological linguistic means, and the apophasis – on syntactic and word-forming means. Furthermore, the meta-linguistic codes, used by Pseudo-Dionysius the Areopagite, serve the realization of an important task of mystical texts: They conceal the sacred information from uninitiated readers but reveal it to chosen ones.

   According to researchers, the development of academic linguography has been gaining momentum in recent years. As the main purpose of academic-type dictionaries is language learning (including language for specific purposes), the content and principles of such dictionaries’ composition should take into account the age and educational characteristics of their addressees. Our research is based on bilingual dictionaries of medical terms.

   The research relevance and novelty is due to the character of the sources involved: for the first time, we have carried out a comprehensive study of the information potential of academic reference books on medical terminology published in 2019 and 2020.

   The number of units they contain is representative for academic terminological dictionaries – 2300 and 3200 units. We have studied the components referring to the macrostructure of language reference books (foreword, introduction, list of abbreviations, appendices, etc.), the selection and character of the vocabulary, the principle of their entries’ arrangement, as well as the features of lexicographic presentation of the medicine-related terms within the entries, i.e. the microstructure components (an entry word, an accentological and grammatical characteristics and a translation equivalent). The comprehensive analysis of sources enabled us to reveal a number of features and drawbacks in the linguographic description of the terms, such as the absence of words within the vocabulary, violations of the alphabetic order of words, non-uniformity of the descriptions of the material in different entries, omissions in the thematic groups of words, etc. The results obtained can be used in further editions of bilingual terminological dictionaries.

   Based on the works of women’s prose of the late 20th–early 21st centuries, this article analyzes colloquial speech as a special kind of fictional language, its features in depicting the dynamics of the surrounding world and describing human life. The factual material for the study was selected from the collections of short stories by D. Rubina (“It Hurts Only When I Laugh”), L. Petrushevskaya (“Nobody Wants Me. I’m Free”) and L. Ulitskaya (“Poor Relatives”). The leading research method is the descriptive method; the methods of contextual and stylistic analyses were used to analyze contextual examples. We selected examples by the continuous sampling method. These are the speech characteristics of characters and the linguistic means of describing the actions and states of a person’s inner world that primarily attract us when we study the characteristics of colloquial speech in a literary text. In order to clarify the individual stylistic techniques of using colloquial speech at the level of verbal vocabulary, we analyzed contextual examples from short stories of women’s prose. In the course of our study of the colloquial speech stylization techniques through the use of semantic and stylistic possibilities of Russian verbs in a literary text, we came to the conclusion that the creation of ease and special colloquiality of speech is primarily facilitated by the use of colloquial and common language elements, which enhance expression, as well as the use of occasional formations. The article notes that each representative of modern women’s prose uses their own individual stylization techniques. Thus, D. Rubina is found to actively use onomatopoeic verbs and associative semantic connections; L. Petrushevskaya works with the semantics of colloquial verbs, using their figurative meanings; L. Ulitskaya creates colloquial expression by using colloquial, common language elements not only in the speech of her characters, but also in the speech of the author-narrator.

   The globalization of modern communicative processes, the universal accessibility of information, and the speed of its dissemination cause continuous replenishment of the Russian language vocabulary and phrasemes through explicit and implicit borrowings, which include phraseological calques. The paper emphasizes that phraseological calques have been sufficiently well described as a linguistic, linguocultural, and translation phenomenon, while the anthropocentric specificity of these units has hardly been studied. In the anthropocentric approach, we can define a phraseological calque as a foreign language formula that was collectively approved and accepted by native speakers and has become a model to be emulated. Various studies repeatedly note that phraseological calques are perceived as metaphorical formations of the mother tongue or as organic authentic units. The study of calqued phrasemes as a cognitive and linguistic phenomenon is impossible without reference to the linguistic consciousness of native speakers. This paper describes and analyses the results of our experimental study aimed at determining the specifics of perception and identification of phraseological calques by native speakers (namely, students of philology). We assumed that the participants in the experiment, given their professional status, would be able to identify the foreign-language origin of phrasemes on the basis of their formal and substantive characteristics. The results of the experiment did not support the hypothesis as only 9 % of the answers indicated, in one way or another, the foreign origin of certain phrases, while the term “calque” was used only five times. The main attributes that the respondents focused on, when identifying phraseological calques, were the composition of the phraseme, knowledge of its prototype, and the historical and cultural facts related to the expression.

   The article considers the problem of bilingualism and linguistic competence of the Sakha people in the current conditions of globalization, and reveals the role of knowledge of language and reading in the preservation of the Yakut language. We present the results of the sociolinguistic study of reading among children from the Republic of Sakha (Yakutia), conducted by the Children’s Reading Center of the National Library of the RS (Y) together with the Research Institute of Reading NB RS (Y). 2,567 children and adolescents from 20 districts of the Republic of Sakha (Yakutia) took part in the survey. They were pupils from the 1st to the 11th forms from more than 100 settlements of Yakutia. The study contains the analysis of the data on the knowledge of the Yakut language, reading comprehension, reasons for the decrease in the number of readers, and reading motivation depending on gender, nationality and age. The data obtained indicate that the relevance of the problem of a lack of motivation to read in the mother tongue among children and adolescents. The main reason for the decline in interest in reading is the difficulty of the reading process itself, due to poor knowledge of the mother tongue. The author develops a research strategy to find a solution to this problem. The article concludes that it is extremely important to take timely measures to preserve national languages as an integral part of the multinational Russian culture. It is necessary to carry out complex studies of the perception of the text for reading comprehension, the knowledge of the basics of psycholinguistic, the linguocultural features of the language, the mechanisms of getting the gist of the text, and the understanding of the lexical background of words.

   This article studies word-formation features of derivative nouns with the suffix -un in the Russian substandard.

   The relevance of the chosen topic lies in the fact that many specific issues, related to the formation and functioning of derivatives with different affixes in non-codified areas of speech, have not been studied in depth.

   The study is based on the “Big Dictionary of Russian Jargon” edited by V. M.
Mokienko, T. G. Nikitina and “Dictionary of Russian Dialects of the Volga-Sviyazhsk Interfluve” edited by M. F. Moiseenko. Using the continuous sampling method, we found 41 derivatives with the suffix -un
in the first dictionary and 16 ones were found in the second.

   The scientific novelty of this work lies in the fact that these dictionaries have been used for the first time as sources for describing the word-formation of derivatives with the suffix -un.

   The purpose of this work is to study the functioning of the derivatives with the suffix -un in jargons and dialects.

   To achieve this goal, we describe the existing word-formation types with the suffix -un, taking into account data from various sources, and conduct a morphemic and word-formation analyses of these derived nouns. The article proves that in both jargons and dialects the most productive formations with the suffix -un are verbal derivatives that have the meaning of the person - the doer of the action. Also, we have recorded some verbal derivatives, naming an inanimate object, in the jargon dictionary. Less productive are substantive and adjective formations. In the dictionary of jargon, there is one case of using an abbreviation as a stem word. In addition, according to the explanatory dictionary, we found that in the literary language and the substandard, derived nouns with the suffix -un may have different lexical meanings.

   The article studies the conceptual space of the lexeme дом / maison (house) as an element of the Russian and French national pictures of the world. The cultural and cognitive-linguistic analyses indicate that the concept of дом / maison (house) in the compared languages is characterized by a complex, multi-level structure, including a significant number of lexical units. We focus on the study of the interpretative layer, formed from structured constructions, actualizing the significant characteristics of the concept, primarily at the level of Russian and French phraseological units, sayings, proverbs and folk omens since the semantics of the lexeme is manifested only in the process of its functioning in more extensive constructions. The frame analysis has revealed the constitutive features of stable structures that allow creating a national idea of the дом / maison (house) as one of the significant concepts in the life of Russian and French people.

   The purpose of the study is to identify linguistic means that represent the conceptual space of the lexeme дом / maison (house) in the Russian and French pictures of the world and allow building a model of this word.

   We have found that in the Russian and French languages, the center, the core of the concept is objectified by the lexemes, reflected in dictionaries that fix certain differences in the semantic structure of lexemes. The interpretive field, representing the lexemes, is characterized by geographical, gender, social and other differences. At the same time, we have found that encyclopedic knowledge is not enough to understand a certain scheme or scenario of an event underlying stable structures.

   The article deals with ways of expressing attitude to the named person in the novel “The Black City” by Boris Akunin. The article focuses on the proper names as the most informative lexical units in the space of a literary text. A poetic proper name is known to perform a characterizing function, even used without any special means of expressiveness. If it is supplemented by any of these means, they increase its characterizing possibilities and power of influence on the reader. Consequently, the proper name in a fiction text performs not only a distinctive, but also a meaningful role. So to better understand the author’s intention, it is important to interpret onyms in a fiction text in terms of poetics and linguistics. In this regard, we have chosen the syncretic approach, including literary and linguistic methods of research, to fully and comprehensively analyze the issue of interest. Taking into account the fact that each level of language has a certain set of ways and means of expressing attitude to the object of speech, the studied material was divided into parts, depending on the level of language the named object manifests its characteristic features at. In this work, we identify the groups belonging to the morphological and word-formation levels and analyze the means, used to characterize the object, within each group. In some cases, the analysis is supplemented with extra-linguistic and literary information. At the end of the article, we make conclusions, allowing us to evaluate in fiction the role of characterizing elements used mainly in relation to proper nouns.

   This article studies discursive structures in politicians’ statements found in social networks. In our research, discursive heterogeneity, which actualizes the features of interdiscursivity and polydiscursivity of political communication, is demonstrated based on messages containing environmental issues.

   The purpose of this study is to comprehend the process of discourse interaction in English-language political communication.

   Our analysis is based on J. Biden’s messages on Twitter from January 1, 2021 to January 1, 2022. We use the methods of observation and description, comparative and contextual analyses and a discourse analysis. The article analyzes the situation components of Setting and Scene, Participants, Ends, Act Sequence, Key, Instrumentalities, Norms and Genre with the help of the linguistic concept S-P-E-A-K-I-N-G of the American scientist D. Hymes. Being part of the media discourse and demonstrating the features of the Internet genre, the politicians’ messages are concise and compressed. The same communicants, depending on the context, participate in various types of discourse, their interaction occurring on the basis of the “subject of communication” component. Simultaneously, the subjective type of interdiscursivity is actualized. One of the politicians’ implicit goals is to form a certain evaluative opinion among the readership, an attitude towards ongoing events.

   The article, for the first time, analyzes the rhythm-forming means in Boris Raysky’s diary from the novel “The Precipice”by I. Goncharov. Boris Raysky, as a writer, has been studied earlier, but his diary has never been the subject of special scientific research. We believe that Raisky as a writer and Goncharov as a writer belong to different artistic systems, so the differences between them are manifested at the level of poetics. As a result of our observations, we have come to the conclusion that Boris Raisky’s diary, the representation of his creative process by the author-narrator (I. Goncharov), is extremely rhythmic, whereas the word of “The Precipice”creatoris more “prosaic”. I. Goncharov endows his character and “co-author” with the gift of creating the rhythm of prose. We have come to this conclusion taking into account other parts of the “unwritten novel” by Boris Raisky, which also reveal rhythm-forming factors. The rhythmicity of the narrator Boris Raisky’s style in his “novel” and the lack of rhythm in the prose of the author-narrator is one of the criteria that allows us to distinguish their styles. It is for the first time in I. Goncharov studies, that the terms polyrhythmic prose and ornamental prose have been used and some of their features have been revealed. We believe that polyrhythmicity and ornamentation are the most important features of the writer’s poetics.

   Among the problems of modern Russian and foreign Tolstoy Studies, it is necessary to highlight the issue related to the reception of Leo Tolstoy’s life and work in the works of Iranian writers, literary critics, publicists and philosophers. This article, of a selective review type, demonstrates the process of perception of Leo Tolstoy by prominent Iranian authors. The collected statements fall within the period between the 1970^s and 2010^s, with a brief digression to an earlier period that predetermined the direction of judgments about Leo Tolstoy. Our analysis shows that the Iranian authors not only reflected the facts of the biography and the worldview of the Russian classic writer, but also, to a certain extent, created the image adapted for Persian readers. This image was embedded in the traditional Iranian ideas about a person of high moral and spiritual strength. He was viewed through the prism of key figures of Persian cultural history (Jalaladdin Rumi, Abu Hamid al-Ghazali, Mulla Sadra, etc.). Leo Tolstoy was interesting to the Persian reading public not so much as a master of words, although the important aspect of his work in the Iranian-speaking environment is evidenced by numerous translations of Leo Tolstoy’s works into Farsi. Tolstoy was interesting as a moralist philosopher and a preacher, “an ideological person” (“persona ideological”). It is by no means accidental that there was a discussion in Iranian intellectual circles about whether or not Leo Tolstoy actually accepted Islam at a late stage of his life.

   The article examines the role of ethnographic images in revealing the picture of the Tatar community’s everyday world in the early twentieth century. The study is based on the story “Magic Boots” by Gayaz Iskhaki, first published in 1916 in the 9^th issue of the magazine “Аn”. The work of G. Iskhaki was well studied by Tatar literary critics both during the lifetime of the writer and after his death.

   The novelty of our research lies in the study of ethnographic images in a historical context.

   We analyze the characters’ perception of objects and details of everyday life to better understand the images, ideas and problems, introduced by the author in his story. The article systematizes the depth and scope of the study of this work in Tatar literary criticism and briefly describes the features characterizing this type of footwear in the Tatar environment. We prove that G. Iskhaki strives for ethnographic accuracy in creating an artistic whole.

   The article analyzes the novel “Nikolai Nikolaevich” (1970), written by the dissident writer Yu. Aleshkovsky who was one of the brightest representatives of underground Soviet literature.

   The purpose of this article is to describe and conceptualize the image of the Soviet state, which is built by the writer in his work.

   The article examines the methods and techniques of constructing the image of the Soviet state. The problematic level of the work is presented through the analysis of the relationship between the authorities and not-quite-a-Soviet person – the former prisoner Nikolai Nikolayevich. At the level of poetics, we analyze the techniques aimed at creating the images of the “material and bodily bottom” and carnivalization, which oppose the “official” culture. As a result of the study, we conclude that the model of the Soviet state is presented through the consciousness of a former convict who was “lucky” to be engaged in Soviet science. Aleshkovsky created a caricature of the Soviet state system in order to expose the cynicism of the authorities. It is important for the writer to show the need to realize the value of freedom as a condition for preserving man in a man; without it, the personal fate and the history of the people are meaningless. The language of Y. Aleshkovsky, with its taboo elements, serves the purpose of exposing the contrast between the foul language and the rotten language of the Soviet state.

   The article addresses the latest literary material – the novel “Pavel Zhang and Other River Creatures” by V. Bogdanova (2021) and studies its problems, the system of characters and the peculiarities of the style. We focus on the concept of fictional time, depicting the future destinies of Russia in the middle of the current century in the space of Eurasian civilization. The article analyzes the mythopoetic imagery of the work, which combines the elements of Chinese mythology with the neo-myths born of modernity and the individual imagination of the characters. We thoroughly study the artistic understanding of the origins and forms of manifestation of the characters’ personal and social traumas, which go back to ancestral memory, childhood impressions, experiences of intimate and family life, and are aggravated by the growing alienation of the individual from historical time. The author of the novel sees public life in a bizarre combination of rapid technological progress, the devaluation of the individual, the degradation of civil institutions and the strengthening of the neo-imperial state apparatus, which has achieved unlimited electronic control over people, including their physical condition. The novel searches for a new “hero of time” who is able not only to reflect on the pressure of the digital age, feeling like a victim, but also, at the cost of personal well-being, to offer ethics of resistance to its destructive impact.

   Based on the novels about the Russian Civil War (1918–1922), the paper discusses stereotypical perceptions of Russia in the public consciousness of Great Britain. The paper recalls “the myth of Russia”, which has gained its content over the centuries: a cold space of a despotic state inhabited by the slave population. This myth was destroyed in the first decades of the twentieth century when the British displayed a deep interest in Russian culture and a positive attitude towards it, called “Rusomania”. The study claims this position is reflected in the first works about the Revolution of 1917 and the Civil War, which show these events as an explosion that destroyed the real Russia. However, a new transformation of stereotypes is taking place at the beginning of the 21st century. Our article analyzes the image of post-revolutionary Russia in James Meek’s novel “The People’s Act of Love” (2006). Its events take place in Siberia in 1919 in the village of Yazyk, the habitat of the skoptsy (castrates) sect. Here, a clash arises between the Czechs and the Bolsheviks. The author offers several “Russian” narratives, associated both with the idea of love and with the approval of violence in the name of love. Thus, the Russia image is made up of an endless severe Siberian frost and snow, the worldview of castrates as the foundation of Russian mentality, bloodshed and innocent victims. The conclusion is made that James Meek clearly returns to the myth of Russia that had been created in Great Britain by the 16^th century and significantly enhances its negative components, which seem to have been overcome in the twentieth century, rejecting the idea of the true spirituality of the country.

   The article continues the series of scientific materials devoted to the understanding of the Russian literary noir tradition. Exploring the phenomenology of Russian noir, the article considers different facets of the genre and style trend, which is actively declared by modern writers and publishers of popular literature and arouses the reader’s interest precisely with its genre-marking titles that invariably include the noir component. The attempts to comprehend the nature and origins of this variegated and contradictory genre and style trend within the Russian literary process are pushing the need for a consistent description of representative artistic samples that would make it possible to create a typological map of this phenomenon. The article proposes scientific approaches that are productive for studying the nature of a borderline phenomenon created at the intersection of literary, genre and national traditions. The subject of scientific interest in this particular study is one of the first examples of Russian noir - Anna Starobinets’ story “Mercy Bus” (2010). A detailed level-by-level analysis of this sample of short fiction, created in a clear noir-oriented context as a special tradition based on a previously tested research approach, allows us to comprehend the nature of the genre-style model using cinematic techniques in prose. At the same time, the emphasis is placed on the traditional carriers of the story genre: a plot organization, a chronotope, characteristic features of the hero image creation and a specific associative background. The rhythmic and intonational organization of the work is significant for understanding the individual author’s style, which allows emphasizing essential details. The comprehensive analysis of A. Starobinets’ story makes it possible to trace the incarnations of noir in modern Russian literature.

   We can translate a text in two ways. Firstly, we can translate a text without paying attention to such wants of a translation recipient as clarity of the translated text, ease of reading and absence of semantic “fog”. The second option implies that these recipient’s wants should be taken into account. This is accomplished by collecting information about recipients of a translation and further adjusting the translation to these needs. However, the most effective way to consider the needs of a translation recipient is to turn off translators’ consciousness reducing it to the state of translation recipients. As a result, for a translator, such translation categories as equivalence, literality, semantic representation, etc., no longer exist; for him/her, there is only the experience of a translation as recipients themselves experience it. By a recipient, we mean a recipient-layman, that is, a person inexperienced in the subtleties of the art of translation, the people who make up the vast majority of translation recipients, hence they are of much greater commercial interest for publishers of translated works than prepared recipients.

   The article systematizes the works of fiction, in which the image of the Suslonger training camp is found; there, in Mari forests, personnel were trained for the front in 1941 – 1943. Our analysis is based on the works of the following writers: Ayaz Gilyazov (1928 – 2002), Mark Rafalov (1924 – 2020), Nikolai Sorokin (1941 – 2021) and Firdavesa Khuzina (1955). When writing the paper, we used the cultural-historical and contrastive-comparative methods of analysis. The article proves that the discoverer of this topic in literature was A. Gilyazov, who addressed it in the 1980^s. The books by other writers were pub-
lished in the first quarter of the 21^st century. When developing the Suslonger theme, the authors based it on the personal memories of eyewitnesses-cadets and local residents. The poetics of the parable dominates in Ayaz Gilyazov’s story, whereas Mark Rafalov’s book is of the autobiographical memoirs type. In his novel “The Eternal Volga”, Nikolai Sorokin seeks to reconstruct the history of his ancestors, and Firdaus Khuzin turns to the history of his fellow villager. All of them are united by the desire to visibly show the abuses of power.

   The purpose of our research is to study the cyclization of N. Isanbet’s work for children.

   The study is based on three children’s books by the writer: “Bunny”, “What from What”, “A Tale about a Brave Cat”. We used the descriptive and comparative methods in our work.

   The relevance of the research lies in the fact that Naki Isanbet’s contribution to children’s literature still remains unexplored.

   The article proves that through cyclization, the writer sought to express his artistic position and to channel the viewer’s perception in the direction indicated by the author. All the works of the cycles are distinguished by the unity of the lyrical intonation. The article reveals the cognitive and educational potential of N. Isanbet’s children's books. The writer advocated the renewal of genres in Tatar children’s books and adhered to the principle of national identity in literature.

   The article deals with the problem of developing educational literature on Mari as the state language. The Federal State Educational Standard for General Education has made changes to the approaches and principles of constructing educational literature in all school subjects, including the Mari language as the state language. This is due to the fact that the methodological basis of the standard is the system-activity approach. The theory and practice of the methodological science development in the Republic of Mari El evidence the scientists and practitioners’ search for the most effective approaches to teaching Mari as the state language. The grammar-translation method, used by teachers in the initial period of introducing the subject into the Basic Curriculum, did not yield any positive results. The Communicative (E. I. Passov), Activity (L. S. Vygotsky, A. N. Leontiev, etc.) and Communicative-Activity (Soboleva E. A., etc.) Approaches help to form students’ motivation to learn the language, develop their cognitive activity and organize their own activities. But the requirements of the Standard lay the main emphasis on the development of educational literature based on the Communicative-Activity Approach. Textbooks, created on the principles of this approach, contribute to the formation of the key students’ competence – “to teach to learn”.

   Modern society dictates new rules: narrow-profile knowledge in 2022 is no longer sufficient for a deep and thorough understanding of the essence of analyzed phenomena. A comparative educator who wants to bring the work to a qualitatively new, higher level of professionalism requires a deep knowledge of the culture and traditions of the country of origin of the studied pedagogical phenomenon, as well as sufficient competence in the semantic analysis of terminology and the compilation of the author’s research glossary. We present the results of an interdisciplinary study of the categories “novation” and “innovation” in English and Russian, from the point of view of the comparative approach, which allows us to analyze in detail the phenomenon of education in public schools of the UK.

   The relevance of the study is in solving certain problems related to the semantic distinction between the terms “novation” and “innovation”.

   We define the main meanings of the concepts in English pedagogical science, taking into account the etymological linguistic connection of the two terms as paronyms. The results of the study justify the use of the semantic-terminological method, which shows the semantic content dynamics of terms in comparative pedagogical research.

   The linguoculturological approach to teaching the Russian language proceeds from the need to develop a linguoculturological competence, which implies the presence of such an important component of the dialogue among cultures as the speaker’s / listener’s understanding of the entire system of cultural values expressed in a language. Thus, the basic concepts of culture act as a connecting link between culture and language, and visually present both linguistic and cultural information in a harmonious unity when working with feature films. Using the example of A. Zvyagintsev’s film “Loveless”, the article describes the main differences in understanding such an important cultural object as the “family”, and outlines an approach to overcoming comprehension difficulties, encountered by Chinese students. In modern Russian reality, children play different roles in different families, while in traditional Chinese culture, children continue to be the main unifying center of family relations. The interdisciplinary status of the linguoculturological approach in teaching Russian as a foreign language based on a modern feature film makes it possible to build a cultural dialogue between the values of East and West and allows Chinese students to better understand cultural connotations of the film content.

   In the modern system of professional education and in the methodology of teaching the Russian language, the issue related to the development of bilingual students’ communicative competence is particularly relevant.

   The purpose of the study is to identify the features and develop a methodology for the formation of bilingual students’ communicative competence in the process of research-oriented learning.

   The article highlights the difficulties that bilingual students encounter when mastering the Russian language in the process of studying university disciplines, examines in detail research-oriented learning, thoroughly studies the text-centric approach to the formation of bilingual students’ communicative competence in the process of research-oriented learning.

   The scientific novelty of the work lies in the fact that, considering the text-centric method as the main linguo-methodological tool, the article asserts the leading role of the text-impulse in the formation of linguistic skills and bilingual students’ communicative competence.

   This paper concludes that impulse texts can arouse the interest of students, motivate them, causing their emotional response. Bilingual students consciously choose the necessary lexical and grammatical language means, use the correct constructions and word forms in speech in the course of working on the text. As a result, impulse text activities, based on research-oriented learning, contribute to the better development of linguistic skills and improvement of graduate students’ communicative competence.

  The article is devoted to the relevant methodological issue of teaching Russian as a foreign language, namely, the formation of foreigners’ skills of communicative behavior characteristic of Russian linguoculture. The theme of the holiday opens up wide opportunities for solving this important linguistic and methodological issue. The article is based on Russian and Chinese holidays, which differ significantly in cultural and historical traditions, and modern formulas of speech etiquette, used in festive situations of congratulations, wishes, gift giving and expressing gratitude. A teacher, working with Chinese students, should be able to identify the linguistic and methodological potential of the holiday and reveal it in educational materials, related to teaching communicative behavior.

   The purpose of this article is to present an algorithm that a teacher can use in preparation for the presentation of the holiday theme to Chinese students. The article substantiates the use of a personal holiday – a birthday, which students observe and experience in a foreign cultural environment, acting in the communicative roles of a birthday person or a congratulator.

   The ignorance of the festive speech etiquette norms can lead to communicative failures. The proposed algorithm for developing the topic includes the following stages: the analysis of scientific and methodological literature and the survey results in order to identify similarities and differences in the two holiday cultures and their lexicon; the analysis of its representation in dictionaries and textbooks of Russian communicative behavior in a holiday situation; the development of educational materials taking into account the identified differences and the need to supplement the textbook material. The article presents the verbal and nonverbal communicative behavior of Russian and Chinese people in a birthday situation, revealed during the analysis of scientific literature and the results of the survey of Russian and Chinese students. As an example, the article provides an educational text, developed in the format of recommendations and tips, to help overcome intercultural interference. The practical significance of the study is confirmed by the introduction of the developed materials into the educational process of Pskov State University.

   The article examines such a phenomenon of cognitive visualization as infographics, substantiates its didactic capabilities and suggests options for its use in classes of Russian as a foreign language (RFL). It describes the possibilities of working with ready-made infographic products, as well as the possibilities of creating one’s own product. We provide an example of activities with ready-made infographics in the specialty language classes with a group of students from the Institute of International Relations. A system of preliminary language tasks is proposed, aimed at consolidating and activating grammatical skills (sentence transformation, synonymy of lexical and grammatical models), at expanding the lexical stock and tasks to develop speech skills using infographics (conduct a dialogue, compose a monologue, title an infographic, develop the theme of one of the compositional parts, etc.). Creating one’s own infographics requires the ability to analyze the text not only from the point of view of its content, but also from the point of view of its composition. The article emphasizes that the use of infographics as a didactic material is possible at any stage of language learning and concludes that infographics have a great didactic potential, capable of developing one of the most important types of speech activity – speaking based on the created mental image.

   The article presents an authorial method for the development of communicative and speech skills in the lessons of Russian as a foreign language, based on the life and work of the Russian writer Leo Tolstoy. The basic principle of the proposed method is the following: text materials of different genre and style affiliation (a biographical essay, memoirs of contemporaries, diary entries, Tolstoy’s own fictional text) are studied in chronological order. The text-based activities consist of a complex of traditional and innovative forms of tasks. An important element of our approach is linking the proposed tasks to the students’ reflexive and cognitive personal experience. This method makes it possible not only to improve students’ communication and speech skills, but also to expand their lexical stock, linguistic and cultural knowledge. The method strengthens the set of grammatical means necessary to maintain a conversation, express an assessment, opinion and life position in socio-cultural communication. The method, presented in the article, reflects the main ideas of anthropological pedagogy. It is focused on supporting the autonomy of the student’s personality. This method also aims to create conditions ensuring the formation of humanistic value orientations. In general, it can be characterized as a model of subject-subject educational relations between a teacher and a student in a multicultural educational environment. The article emphasizes the equivalence of the two aspects of the educational space and notes the importance of building a psychologically comfortable and humanistic interaction between them. The proposed method is intended for international students studying Russian at an advanced stage.