Tomsk State Pedagogical University Bulletin

The relevance of the problem of discourse modeling is determined by the active interest of modern linguistics in strategies for managing the attention of the addresses and the formation of a picture of the world in his consciousness. The study examines the discursive mechanisms underlying general discursive value systems and behavioral scenarios of discourse subjects. The material studied is the visual and text content of a well-known Russian blogger who promotes a certain (glossy) lifestyle. The system of communicative practices within the boundaries of the blog represents the author’s basic attitudes towards constructing discourse as a virtual space for identity formation. An integrative research methodology aimed at studying the linguistic, communicative, and sociocultural discursive mechanisms of modeling the picture of the world has made it possible to identify the visual code as its basic method. The system of visual images that organizes the blog content is considered as a competitive environment of meanings in relation to the verbal one. The main communicative strategy implemented with the help of visual code in discourses of this type is the strategy of creating a value image of the world that replaces the image of the real one. The implementation of the visual communication code is described in the context of the value systems and aesthetic principles of contemporary postmodern culture. The study concludes that the polycode nature of the text with a predominance of the visual component is a characteristic feature of the discourse of social networks, which has a significant impact on the worldview of content consumers. Through visual code, the reader gains an understanding of the attributes of someone’s belonging to a certain social or cultural group, and of the markedness of virtual space as a comfortable psycho-emotional environment. This is why in blogs, visual code often illustrates text, and text is a means of interpreting the visual code. Thus, the semiotic component of social network communication becomes the main discursive mechanism for the formation of identity.

This article examines the influence of the translator’s linguistic personality on the representation of characters in a translated text. The material for the study includes the original text of Mikhail Bulgakov’s novella Heart of a Dog and three of its Chinese translations, created by different translators: Cao Guowei, Bai Huaxiong, and Huang Mingdun. The focus of the analysis is on the speech of the character Sharik (both before and after his transformation into Sharikov), as it serves as a vivid example of stylistically marked language that reflects the internal transformation of the character. The study aims to determine how the translator’s linguistic personality influences the choice of lexical and stylistic devices and, consequently, how the literary character is perceived by the target audience. A comparative method is used, aimed at analyzing Sharik’s speech behavior in the three Chinese translations of Bulgakov’s Heart of a Dog. The choice of this character is due to his distinct linguistic features and the transformation of his image throughout the story, which makes his speech particularly illustrative for analysis. The study includes the following stages: collecting speech excerpts of Sharik from the three translations; creating parallel tables with translation fragments for visual comparison; conducting a survey among native Chinese speakers unfamiliar with the original Russian text. The respondents were asked to read three versions of the same excerpt, evaluate the image of Sharik formed in their minds, and share their subjective impressions of the character’s language and speech behavior in each translation. The results of this study can be applied in several academic and practical fields. In the theory of literary translation, they contribute to a deeper understanding of the role of the translator’s linguistic personality in the transformation of the source text. For practicing translators, the findings may help minimize distortions of the author’s style when conveying the lexical and stylistic features of the original.

Nowadays, the discourse of power has to constantly transform due to the rapidly changing socio-political context. At the same time, metaphors still remain an effective means of speech influence that transmits political views and values, forms public opinion, constructs a positive image of a politician and discriminates against his opponents. The dominant function of a political metaphor is an emotional and expressive impact on the audience, which helps to form a positive or negative attitude towards certain political subjects or phenomena. In the present article we assume the mediating function of language while conceptualizing reality. The struggle for power and its retention is one of the main functions of political discourse. In this process, the conceptual opposition “we – they” plays an important role as it is able to construct the positive image of a politician, transmit his ideological views and denigrate his opponents. This opposition is often expressed by metaphors, which are traditionally perceived as a means of speech influence and as a way of constructing reality in institutional and non-institutional political communication. The purpose of the article is to study the metaphorical modeling of the enemy image in the public discourse of Argentine President Javier Milei based on his official speeches from 2023 to 2025. The linguopragmatic analysis of the texts has shown that socialism and woke ideology, the caste model, corruption and crime represent enemies, while the Argentine president with his radical methods seems to be a “savior”. With the help of traditional as well as new metaphorical models, created by the president, the dichotomous opposition “we – they” achieves the following goals: a) to unify the nation in accordance with common axiological values; b) to create a positive image of the speaker; c) to negatively describe the past and his predecessors; d) to explain the reasons for the country’s backwardness, and e) to restructure the perception of the world.

The study of value concepts in the poetic picture of the world of famous authors relates to the current problems of modern stylistics and linguistics of the text, cognitive linguistics, and the theory of speech communication. Of particular importance is the analysis of the linguistic means by which the poet has a dialogue with the reader and forms moral guidelines. In this context, the analysis of lexical regulativity becomes the key to a deeper understanding of speech influence methods of a poetic text on the addressee, as well as allows us to identify the features of the individual style of Yu.D. Levitansky. The purpose of the article is to analyze the specifics of lexical regulators’ functioning in the poetic texts of Yuri Davidovich Levitansky, realizing the key ideological and ethical attitudes of the author. The theoretical basis of the study was the developments in the field of the theory of regulativity as one of the areas of communicative stylistics. Within the framework of this approach, regulativity is considered as the ability of a text to direct the perception of the addressee, to influence his emotional and intellectual sphere and to build up a dialogue with him on the basis of various linguistic means, primarily lexical ones, as the most significant for expressing the meaning of the text.The material for the analysis are the poems of Yu.D. Levitansky “The Old Woman-Envy”, “Remembrance” (from the collection “Leaves are Flying”, 1956), “The Rightness of Untruth is Deceptive...” (from the collection “Directions of the World”, 1959), “An Attempt at Consolation” (from the collection “Some Day”, 1976). Each of these poetic texts presents such key concepts as “solidarity,” “respect for life,” “moral choice,” and “acceptance of life in all its complexity.” The role of lexical regulators (evaluative vocabulary, emotionally marked words, expressive epithets and metaphors), as well as syntactic structures in the interpretative activity of the reader and his/her involvement in the content is determined. Regulators form an attitude towards an active life position and solidarity with others (the poem “The Old WomanEnvy”); they actualize thoughts about the value of simple things and experience acquired through loss (the poem “Remembrance”); about the significance of truth (in the poem “The truth of untruth is deceptive…”); about accepting suffering as an integral part of life (in the poem “An attempt at consolation”). In the poetry of Yuri Davidovich Levitansky, lexical regulators are used as an important means of aesthetic influence on the reader’s consciousness. Through a system of regulatory means and structures, the poet builds up a dialogue with him, inviting him to moral reflection, involvement and spiritual understanding of life in all its diversity.

The subject of research is reception of V.A. Zhukovsky’s personality and works in a military newspaper Russkiy Invalid in the late 1820s and 1830s. Through the continuous sampling method, the author selects 110 materials related to Zhukovsky and divides them into 7 groups: 1) biographical materials; 2) works by Zhukovsky and their fragments; 3) announcements and entries about publishing works by Zhukovsky; 4) materials about collections, almanacs, journals containing works by Zhukovsky; 5) works by other authors dedicated to Zhukovsky or related to him; 6) literary and critical materials about works by other authors mentioning Zhukovsky; 7) critical articles on works and translations by Zhukovsky. The author considers all the groups of materials. Due to comparison with materials of the previous period (1813-1825), the article considers the reception dynamically. Compared to the previous period, the total number of materials about Zhukovsky is increasing, which demonstrates growing significance of him as a poet and a public figure. At the same time, the number of critical articles on his works is decreasing: Zhukovsky is seen more as a living classic than as an author subject to criticism. The newspaper of this period contains just 2 critical articles about Zhukovsky; both of them examine the translation of Undine by Friedrich de La Motte-Fouqué (1837) and have complimentary character. The number of biographical materials is rising; most of them reflect Zhukovsky’s teaching activity (in that period, he was teaching the heir of the throne, Tsarevich Alexander Nikolaevich) and his court life. The group 4 remains the most numerous one: 1820s and 1830s are the epoch of journals and almanacs actively publishing works by Zhukovsky. The group 2, on the contrary, has a few materials: the newspaper of this period rarely publishes Zhukovsky’s works and mainly focuses on his patriotic poems, according to its key topics. Reception of Zhukovsky in this period is versatile: the newspaper shows him as a poet, teacher, translator, artist, courtier, he is even tied to music. Although most of materials about him are informative or complimentary, not analytical, such active reception gives a rich material for literary research.

This article is devoted to the work of the renowned 20th-century Komi writer V. I. Lytkin. The article's relevance lies in its focus on his poetry written for children. It should be noted that, despite the considerable interest in his work, some gaps remain in the understanding of the poet's literary legacy. In virtually all existing works, V.I. Lytkin's children's poetry has not been the subject of a separate literary study. This analysis suggests that the poet created original works in the Komi language, literary adaptations of plots, motifs, and images from Komi oral poetry, fairy tales, and legends. The poet draws plots for his fairy tales not only from folklore but also from works of art by classic Russian literary figures. V. I. Lytkin's works for children are distinguished by engaging action, accessible presentation, rich, vivid imagery, and a rich use of artistic language. It has been established that phonetic expression plays a significant role in the poetics of the Komi poet's poems. Firstly, V.I. Lytkin actively uses onomatopoeic words in his literary texts, which are nationally specific and important in creating a linguistic worldview. Secondly, the depth of imagery in the poet's children's works is determined by sound: alliteration and assonance. These soundbased techniques not only engage children in play but also help them better visualize the scene and comprehend their native language in an engaging way. V.I. Lytkin also creates vivid poetic images through a variety of expressive devices: personification, similes, hyperbole, the use of which also contributes to the creation of rich and engaging images. Thus, through the expressive phonetics and vocabulary employed by the Komi poet, children learn to perceive the world around them more broadly and deeply, developing their imagination and creative thinking. What makes the Komi poet's works appealing to young readers is not only their engaging plots and rich expressiveness, but also the fact that the author doesn't portray himself as an adult: V.I. Lytkin knows how to speak simply, with gentle humor and playfulness, about such important concepts as truth and lies, hard work and laziness, and love for one's native language and nature.

Russian studies are based on the current level of Russian-Chinese relations, which have naturally led to an increase in the study of the Russian language in China, and an increase in the number of Chinese students studying Russian not only in China, but also coming to Russia to study the language. It should be noted that the process of foreign language learning involves the use of special methodological and didactic support, taking into account the nationally oriented experience of students. In this context, special attention is focused on the consideration of technologies for organizing the pedagogical space of foreign language teaching, combining elements of Russian technologies for teaching foreign languages and national characteristics familiar to Chinese students. The purpose of this study is to describe the technology of organizing the pedagogical space for teaching Russian as a foreign language in the focus of comparative studies, which makes it possible to describe the process of foreign language learning as a synthetic process combining experience and practice of language learning and the appropriation of linguistic and cultural experience. The scientific novelty and relevance of the research is associated with the identification and description of effective strategies for foreign language learning, which correctly take into account the specifics of the Chinese and Russian experience in organizing the educational space, allowing Chinese students to achieve a high level of mastering Russian as a foreign language. The theoretical significance of this study is determined by the analysis and description of individual technological elements of foreign language teaching, based on the generalization and organic combination of the most effective educational strategies and practices implemented in China and Russia. The research materials were scientific and methodological studies by Russian and Chinese scientists devoted to the problems of organizing foreign language education, which allowed for a comparative analysis of the practice of teaching Russian as a foreign language in a Chinese audience. The main research methods were comparative, comparative-typological, descriptive-analytical and linguocultural methods, as well as the translation method. In the framework of the study, the pedagogical space is considered as an integral combination of elements, the structural components of which ensure the achievement of educational goals. In the context of the problem of the formation of communicative competence in mastering Russian as a foreign language, the pedagogical space is considered as a unity of content-methodical, communicativeorganizational and perspective-oriented components. The analysis of the Russian and Chinese practice of forming lexical skills in the process of teaching Russian as a foreign language to Chinese students revealed the common and unique characteristics of the technology of organizing the pedagogical space. Thus, the hypothetical statement that it is important to take into account both national educational traditions and established teaching practices in relation to the audience of foreign students was substantiated and proved by the totality of the data studied. Within the framework of this study, individual methods and technologies of foreign language teaching were described, the synthetic use of which will improve the practice of teaching Russian as a foreign language in a Chinese audience.

The purpose of the paper is to increase the motivation of first-year students to learn Russian through cultural and educational events in Russian as a foreign language classes at universities in China and Russia. The study of cultural and educational issues and the use of Russian as a foreign language in the classroom are based on a comparative analysis of the domestic and foreign authors, a descriptive method and a method of data processing. The paper substantiates the importance of regional, cultural and educational events within the Russian as a foreign language curriculum, highlighting the main stages of training and their features. Studying Russian in China is a very important economic and political factor that has historical origins and it is associated with the national strategy for training workers in various fields. The practical significance of this study is the developed plan of cultural and educational events, which provides an opportunity to study the cultural integrity of the Russian language in a limited number of classroom hours under the program “Practice of the Russian Language”. The study identified the most significant cultural and educational events within the educational program. The linguistic and cultural perception of information by Chinese students majoring in non-linguistic specialties was formed, and the methods of teaching Russian as a foreign language at universities in China and Russia were improved. It was analyzed the project “About Russia and China” in Russian as a foreign language classes as part of cultural and educational activities as part of a two-way educational program at Dalian Transport University and Rostov State Transport University. The materials presented and used in Russian as a foreign language classes provide to conclude that the key factor in the effectiveness of the Russian language perception by Chinese students is the motivation to study the country’s culture and direct communication with a native speaker teacher. The continuous improvement of listening and pronunciation skills with a native speaker, based on speech samples formed according to the plan of cultural and educational events, was fully reflected in the students’ oral speech. The students’ formed understanding of the language and the country as a whole allows us to conclude that the cultural, regional studies, historical, literary and creative events held have a positive effect on further intercultural interaction in various fields.