No 3 (2024)

Anthropocentric approach of modern science, as well as the undoubted value potential of textbooks on the Russian as a foreign language, has led to the need to identify the features of the representation of the concept of “friendship” that exist in the textbooks on Russian as a foreign language (RFL), and to analyze them from the axiological point of view. The material for this study are textbooks on Russian as a foreign language by Russian authors published in the period from 2007–2019, with a total volume of more than 2 500 pages, selected in accordance with certain requirements. From the received corpus of educational materials, there were selected dialogues and narrative texts related to the topic “friendship” with the help of a continuous sampling method. The application of an axiological approach to the analysis of the obtained data allowed to identify the cultural features of the representation of the concept of “friendship” that help foreign students to form a certain picture of the world in a foreign student. Lexical and syntactic units were analyzed by using the methods of contextual, comparative and lexic and semantic analysis. Statistical methods of data processing were also used. The value category of “friendship” belongs to one of the most significant in all cultures of the world. Analysis of the specifics of the translation of this concept in educational materials on the Russian as a foreign language allowed to specify, how the picture of friendship, represented to a foreign student, contributes to the adequate formation of the picture of the Russian world in his mind. It is revealed that the topic of friendship in textbooks appears from the elementary level and can also be found in texts about love, work, and leisure. A friend in RFL textbooks is mostly “used” for joint leisure or joint activity (80 % of all cases). The qualitative and quantitative analysis made it possible to specify the evaluative load of adjectives and to identify such valuable component of friendly relations as the long-term friendship. Adjectives that are used to describe a nationality of a friend/girlfriend are also frequently used. It is noted that the duration of friendship mainly appears in friendly relations between males. The frequency analysis of evaluative adjectives also allowed to conclude that RFL textbooks are focused mainly on such important qualities of a friend as kindness and closeness, which generally corresponds to the frequency of word usage in the National Corpus of the Russian Language. The analysis of examples selected from textbooks on Russian as a foreign language also revealed preferences in the translation of the models of friendship from the point of view of the gender distribution of participants. It was revealed that the largest number of examples do not allow to determine the gender of communicants or demonstrate friendly ties in the company of friends of a mixed type. The model of friendly relations between two males takes the second place, which is twice the number of similar examples describing friendship between two females. Friendship between a man and a woman is represented in an absolute minority and often subconsciously represents not a friendly, but a love affair. The model of friendly relations between males, as well as friendship between the actors of opposite sex, is characterized in textbooks on RFL by mutual support, whereas in examples describing friendship between females or between a man and a woman, assistance to a friend mainly appears. In the examples from RFL textbooks describing friendship, along with the positive evaluation components, the negative ones also exist, but their number is much smaller. In general, a positive image of friendship is broadcasted. The analysis showed that, in general, the values related to friendship are correctly represented in textbooks on the Russian as a foreign language, although not always fully. Gender differentiation in certain aspects of friendship is observed. If taking into account the obtained results, it may further allow foreign students to discover what values exist in the world of friendship among Russian people, which will also contribute to a deeper understanding of the peculiarities of Russian culture as a whole.

This work analyzes expressive and evaluative constructions that objectify various intentions and emotions in Russian colloquial speech. People have different means and ways of expressing emotions. These differences are observed not only among representatives of different peoples, but also among representatives of the same nation. Expressive and evaluative constructions are considered as important features of Russian communicative culture. The relevance of this work lies in the need to study the ways of expressing emotion, evaluation and expressiveness of Russian colloquial speech in an Iranian audience, since, without knowing the verbal forms of emotional interaction in society, learning the Russian language can be said to be unthinkable. Emotions are an integral part of the human personality and determine the national and cultural identity and uniqueness of this personality. Russian language is studied simultaneously with the study of the emotional layer of the Russian language and the assimilation by Iranian students of the information concerning the peculiarities of the linguistic consciousness and culture of the Russian people. Iranian students who study Russian outside the language environment, learn a new linguistic culture, comprehend emotional language and, one might say, an emotional picture of the world in the learning process. The relevance of the work is also determined by the goals and objectives of teaching Russian as a foreign language in an Iranian audience and correct language knowledges in a non-linguistic environment. The purpose of this article is to identify expressive and evaluative constructions denoting different intentions and emotions in Russian speech and their expression in Persian. Contextual analysis was carried out on the basis of authentic contexts obtained from the information and reference system “National Corpus of the Russian Language”. The analysis showed that the expressive constructions of colloquial speech can express various intentions and emotions in the Russian language: astonishment, agreement, objection, assumption, refusal, regret, admiration, indignation, joy, chagrin, but due to national identity, in the Persian language these intentions and emotions have their own ways and means of expression. The theoretical and practical significance of the work lies in the fact that the results of the article can be used by students studying at the departments of Russian as a foreign language in Iranian universities as additional material in the relevant academic subjects, in university practice at different levels of teaching Russian and Persian languages, as well as by translators.

Verbal periphrases with gerund occupy a special place in the grammatical system of Spanish. These constructions are composed of an auxiliary verb in a conjugated form and a main verb in an impersonal form of gerund. Among them, the most frequent is the periphrasis “estar + gerund”. Thus, the study of the process of its grammaticalization in the medieval period of the Spanish language represents an exceptional interest. The relevance of the research is due to the absence of such an analysis based on the corpora of historical texts in studies on Ibero-Romance linguistics written in Russian. The materials of the study are the texts of the XII–XV centuries taken from the Spanish corpora El Corpus Diacrónico del Español (CORDE) and Corpus del Español: Genre / Historical. The methods of grammatical, semantic, and aspectual interpretation were used to analyse the found contexts. Several stages of grammatical and lexical expansion in the use of the studied construction are consistently considered. It was revealed that since the XIII century the periphrasis was actively introducing into the language system as a grammatically stable verb combination. Subsequently its lexical and grammatical compatibility was significantly expanded. By the XV century, grammaticalization reached its maximum and the periphrasis was already used in all possible tenses and moods, just as in modern language. It is important to note that most often in the medieval period under consideration, verbs semantically denoting perception and mental activity took the position of the main verb of the periphrasis. From an actional point of view, these are often stative verbs. Apparently, in order to combine with the stative verb estar, other verbs also needed to have stative characteristics. At present, on the contrary, stative verbs are the least frequent in the position of the main verb of the periphrasis under consideration, according to analysis of texts from the corpus of modern Spanish.

The relevance of the study is determined by the importance of analyzing the main stages in the development of stylistics as one of the dominant areas of modern speech science. This area reflects a change in the scientific linguistic paradigm and a shift in emphasis from the study of language to the study of speech and speech activity. Although some stages of the development of stylistics have already been covered to one degree or another, it is important to summarize the existing observations and the dynamics of the formation of this field of knowledge as a whole. The purpose of the article is to analyze the problems and brief history of Russian stylistics in modern scientific interpretation, review various stylistic trends developing at different stages of its formation, and identify the prospects of stylistics.The material for the study is the works of famous linguists written in different years, including recent publications. Based on observation, analysis and generalization, the main features of individual stages and trends in stylistics development in Russia were identified, and the prospects for modern stylistic research in line with the new scientific cognitive-discursive paradigm in linguistics were outlined. The article points out stylistics as an important part of speech science and communicative theory of text, which is important for the formation of human speech culture. The dynamics of the development of Russian stylistics in the XX–XXI centuries are presented, the contribution of individual scientists to the formation of its various directions at different stages of stylistic development is characterized. The article notes the connection between stylistics and the theory of discourse and the prospects for the development of this field of knowledge, taking into account the change in scientific paradigms. The future of stylistics is connected with the communicative theory of text and related areas of knowledge in communicative, cognitive, anthropocentric, psycholinguistic, discursive and other scientific areas of modern Russian studies. The tendency towards integration with other fields of knowledge is decisive for modern stylistics, which has a strong theoretical basis, formed on the anthropocentrism and textocentrism of the humanities, and is strong in its scientific schools. The diversity of spheres of communication and speech practices of linguistic personalities of different types, the emergence of new information technologies and communication channels determine new horizons for stylistic research in the 21st century.

Many foreign and Russian linguists (including the syntaxists of the so-called Vinogradov’s school) consider the Russian sentence to be verbocentric, because the verb supports many syntactic structures of both simple and complex sentences. That is why all types of studies on different aspects of this grammatical category are so important in the process of teaching foreign students, including aspect formation, meaning and use of the aspect pair (both categorical and pragmatic), its semantic and syntactic compatibility with left and right actants. As a rule, foreign students studying Russian as a Foreign Language (RFL) in Russia and outside the language environment have at their disposal different types of dictionaries, and our aim is to trace what opportunities these dictionaries provide for mastering the verbal word’s use in modern discourse. In other words, how much aspectual information they contain, how adequate it is to the current state of the language, and how much it contributes to the free participation of a foreigner in various discursive processes, both oral and written. The types of dictionaries which foreign students most often deal with – explanatory and educational ones of various directions – are considered. Aspectual verbal characteristics of these dictionaries are analyzed in three perspectives: 1) content; 2) structurе; 3) sign marking. The dictionary dignities are revealed as well as some drawbacks, preventing the international students from free orienteering in the dictionary entries of the Russian Verbs, from becoming aware of Aspectual peculiarities of Russian Sentences with Verbal Predicates and finally from adequate using the Aspect Forms in discourse. Controversial issues of interpretation of verbs are estimated, options for their solution are proposed. As a result of the study: 1) the necessity of ordering and expanding the aspectual information of the dictionary is proved; 2) a different type of verb semantics expounding is proposed, depending on the type of linguistic meaning; 3) the directions of changes and practical materials for Aspectual Commentary of Verbal entries, first of all, of the RFL educational dictionaries, have been developed.

This paper focuses on describing the approaches of linguistic nationology and linguistic culturology in the study of geography. The purpose of this study is to reveal some characteristics of linguistic nationology and linguistic culturology in the study of geography. The language country approach allows for an understanding of the linguistic features of a particular country or region, taking into account historical, sociocultural and political factors. The main tasks of national language research include studying the differences of language structure, vocabulary, grammar and pronunciation in different regions, studying dialects, national variants of languages and the characteristics of language workshops and exchanges. This approach contributes to a better understanding of the cultural identity, identity and habits of a people and their integration with the language. The linguistic and cultural approach in the study of language countries aims to study the relationship between language and culture and national mentality, which involves analyzing the expression forms of language and culture and the interaction between language and cultural values in language users’ speech and mentality. This approach allows for a better understanding of the lifestyles, values, world views, traditions and customs of different language communities. The combination of linguistic nationology and linguistic culturology enables people to have a comprehensive understanding of the language and culture of a certain region. This method is an important tool for scholars, teachers and all those interested in studying the languages and cultures of different peoples. It promotes better mutual understanding and the development of cross-cultural ability. This paper introduces the basic ways to study regional problems. This paper reviews the basic problems involved in the formation and development of linguistic regionalism as an interdisciplinary subject. It reveals the basic similarities and differences between the concepts of “linguistic geography” and “linguistic geography”. This paper expounds the significance of language nationology and language culturology to the study of regionalism. We have paid attention to the scientific language and language potential of language region research in foreign language teaching, especially Russian as a foreign language. All the conclusions are related to the further study of regional studies in the theory and practice of foreign language teaching (including Russian as a foreign language).

The topic “Gogol and Bukharev” has moved into literary studies from the theological sphere. V. A. Voropaev was one of the first to turn to its philological understanding, who included the book by O. Feodor (Bukharev) “Three Letters to Gogol written in 1848” in the context of the problem of perception of “Selected passages from correspondence with friends” in the criticism of the XIX century. It seems that no less significant for modern science is the question of the ideological community of the writer and the theologian, their influence on each other, which left a mark in the activities of each of them. The purpose of the article is to use the material of memoirs and journalistic texts from the last third of the 19th – early 20th centuries to determine the most significant factors that served as a prerequisite for the spiritual rapprochement of Gogol and Bukharev. The research material was published in pre-revolutionary periodicals (“Theological Bulletin”, “Orthodox Interlocutor”, etc.) memoirs, notes, obituaries dedicated to Archimandrite Theodore and containing in one way or another information about his acquaintance with Gogol. The materials are analyzed in an interdisciplinary aspect: the historical and literary method is complemented by methodological tools of receptive aesthetics and biblical theology. Based on the results of the study, it was concluded that both Gogol and Archimandrite Theodore (Bukharev) had an interest in the personality and theology of the Apostle Paul. It seems that this circumstance played a decisive role in the ideological and spiritual rapprochement of the writer and the theologian. Beginning in the late 1840s, Bukharev prepared a number of scientific and theological works on the Apostle Paul (“The Teaching of the Ap. St. Paul on the Antichrist in the 2nd Epistle to the Thessalonians”, “Several articles on the Holy Apostle Paul”, “On the authenticity of the Apostolic Epistles”, "On the Epistle of the Apostle Paul to the Philippians”, “On the Epistle to the Romans”, etc.), laid the foundations for the study of the apostolic part of the New Testament in Russian biblical studies. Probably, Archimandrite Theodore became a kind of consultant for Gogol on the interpretation of the letters of the Apostle Paul. Both the writer and the theologian can be called “disciples of the Apostle Paul,” who drew from his epistles a set of theological ideas that largely determined their religious experience, and in relation to Gogol, their aesthetic concept. It is difficult to say unequivocally who influenced whom – the theologian or writer – because there is almost no direct evidence that reports on the specific content and nature of Gogol’s conversations with Father Theodore. Most likely, the influence was mutual and equivalent, since they were united by common ideas, interests and a common mentor in the interpretation and application of Christian teaching in life – St. Paul the Apostle.

In modern literary criticism, no one doubts the special role of the novel by E. I. Zamyatin “We” in the dystopian literary tradition. Among the illustrative studies on the topic, we mention S. S. Romanov, who determines why the appearance of the novel “We” “marked a new stage in the development of anti-utopianism, and its author was recognized as the first classic of the genre.”This article proposes to consider the named work not only in the aspect of its direct historical and literary factuality, but to study the hidden patterns of the literary process and the mechanisms of the evolution of genre forms that have developed at the junction of the novel form and the (anti) utopian model of reality. As follows from the results of the study, the key role in these processes of the novel by E.I. Zamyatin’s “We” is determined precisely by the fact that there is a connection and complete merging of the utopian and dystopian concepts with the novel form and the formation of the genre canon of the dystopian novel. At the same time, previous significant appeals to the utopian or dystopian (by F. M. Dostoevsky, H. Wells or in Russian religious philosophy at the turn of the 19th–20th centuries) do not create such a special genre subtype of the novel, and subsequent appeals to the problem by A. P. Platonov, O. Huxley, J. Orwell, R. Bradbury and others directly or indirectly rely on Zamyatin’s canon of form.

The tragedy “Marc Antoine, ou la Cleopatre” by J. Mairet is considered as a transitional phenomenon, which serves as a characteristic feature of the French theater of the 30s of the XVII century – the period of the return of the tragic genre to the stage and the efforts of its poetical renewal undertaken by playwrights (J. Mairet, J. de Rotrou, P. Corneille, J. de Scudery). The emphasis is placed both on the connection of the Mere text with the humanistic tragedy of the XVI century (in particular, with the texts of E. Jodel “The Captive Cleopatre” and R. Garnier “Marc Antoine”), which can be traced in the clearly expressed rhetoric nature of dramatic discourse – most of the statements of the main characters are based on the principle of official, public speech, built in strict accordance with the political role (the idea of history as a theater), and on the author’s attitude to the originality of the development of a well-known plot, which is seen in the breadth coverage and semantic complexity of historical events, achieved, among other things, due to the displacement of the love line of intrigue. The story brought to the fore turns out to be devoid of drama – there is no conflict, no tragic tension, so Mairet is forced to return to the love conflict as the engine of the stage action, which is activated by the introduction of the figure of Octavia – Antony’s first wife and Cleopatra’s rival. With Mairet’s noticeable attempts to reorganize the structural foundations of the tragedy and test new principles for dramatizing history, a significant divergence of personal and official-role plans, observed in the discursive behavior of the characters, leads to uncertainty, failures of significant meanings in events and details, as well as in the characters themselves and their relationships. A decisive restructuring of the traditional plot and compositional links of the tragedy, along with the discovery of productive mechanisms of ideological and semantic conflict tension, will be carried out only by Corneille, who will be able to find qualitatively new ways of dramatizing historical material, a direct preview of which are the experiments of Mairet.

The IV International Scientific and Practical Conference “Linguistic and Cultural Aspects of Modern Engineering Education” was held on November 15–17, 2023 at the Department of Foreign Languages of the School of Social Sciences on the premises of National Research Tomsk Polytechnic University (the city of Tomsk). The Conference was dedicated to the memory of Nikolai A. Kachalov, PhD in Pedagogy, Associate Professor. Traditionally, its directions were: current research vectors and approaches in modern linguistics; the profession of translator: challenges of our time and experience in teaching translation; linguodidactic, psychological, pedagogical and cultural aspects of training engineers of the future; the relationship between language and culture: society, literature, translation and traditions and innovations in methods of teaching foreign languages. The partners of the event are the Belarusian National Technical University, the Belarusian State Economic University and the Novosibirsk State Technical University. The Conference work was conducted in 5 round tables and 4 seminars dedicated to teaching electives for developing generic skills within engineering training, Chinese language studies, design and implementation of dedicated didactic tools in blended learning, and sociocultural adaptation of international students in Russian universities. Plenary reports were devoted to assessing the quality and consideration of criteria for written translation, writing competencies in engineering training: “Translation solutions for scientific and technical documentation”, “Science for society”, “Current state of combinatorial linguistics”. The main panel of the conference “Nikolai Kachalov: Creative Legacy” was held with the participation of members of the family of N. A. Kachalov, his colleagues and graduate students. In her report, Olga I. Kachalova highlighted the most significant milestones of Nikolai A. Kachalov personal and professional development. Veronika M. Rostovtseva, candidate of pedagogical sciences, associate professor spoke about the investments of Nikolai Aleksandrovich Kachalov in the development of education and science not only in the city of Tomsk, but also in the entire Siberian region. This contribution is due to the organizational, pedagogical and scientific-methodological aspects of the activities of N. A. Kachalov as an individual, researcher, leader and “institutionalist” – an innovator of university management in teaching and learning foreign languages.