No 4 (2025)

This study is devoted to the study of the concept of Siberian winter in the linguacultural reception of foreign students studying Russian in Siberia. The purpose of the study is to identify the possibilities of the cognizable linguaculture and authentic language environment, along with the empirical experience of direct involvement in a foreign cultural reality, to promote the transformation of ethnocultural stereotypes in the consciousness of a secondary linguistic personality. One of these stereotypes is the traditional stereotype of the Siberian winter as generally uncomfortable - severe, long, cold and snowy. The main method of the study was an associative experiment. In the work, when processing the results, the method of modeling and scientific description was also used. To collect empirical material, the observation method, associative experiment and survey method were used. According to the results of the associative experiment, all recipients called the winter cold or frosty. The core part contains associations beautiful, long, snowy, white, severe, windy, slippery. The following verbal associates are noteworthy: mysterious, strange, amazing, wonderful experience of the power of nature, strong, which detail the semantics and expand the axiological image of winter. Secondary linguaculture and environment influence the transformation of this stereotype depending on the time spent in a foreign country, as well as the personality type. Dividing the participants in the experiment into two groups depending on whether they were familiar with the winter climate or not did not yield significant results. About half of the participants have a negative attitude towards winter, the other half are positive or neutral. None of the foreigners like the cold long winter. But for those who have not seen snow before, this natural phenomenon arouses interest and admiration. As a result, the nuances of the stereotype, its semantic deepening, as well as the similarity of ideas about the advantages and disadvantages of winter with the perception of the inhabitants of Siberia, in particular, the authors of this article, become noticeable. Thus, the hypothesis of this study about the formation in the public consciousness of foreigners of a persistent flat stereotype about the exclusively uncomfortable Russian and Siberian winter was not confirmed. As a result, it was shown that the flat onedimensional stereotype is transformed into a full-fledged concept of the perceived culture, the verbal associates associated with the Siberian winter are practically no different from the ideas of the Siberians themselves, on the contrary, they are approaching them, there is a gradual enrichment, detailing of the semantics and axiology of the image of winter.

The linguistics of the text as a modern direction is able to reveal the archetypal essence of the storyline including the author's text. The texts of Somerset Maugham's short stories in this aspect are an example of the synergy of the author's plots and archetypal subtext, due to the semantic premise of the author himself as a "metamorphosis" of the plot. The subtext meaning of Maugham's plots is a manifestation of the immanence of the archetype, which, in our opinion, has a transcendental basis, but is transmitted as the Author's message to the Reader. The article is devoted to the description of the archetypal linguistic concept of "Mother" in the texts of Somerset Maugham's stories. The goal is achieved by solving several tasks: determining the logic of the Author's plot; describing speech portraits of heroes and characters from the point of view of ironic victimization of the plot (scenario); demonstrating the possibility of an axiological approach to the text. The methodological basis of the study are the cognitive and discourse analyses of the fiction along with the descriptive method. It turned out that in the texts of S. Maugham's stories it is possible to identify the binarity of the archetype "Mother" - "Mother" and "Stepmother". At the same time, the complexity of the Maugham's scenario is revealed when the so-called "Mother" in the process of narration "turns" into a "Stepmother", thereby revealing the category of ironic victimization of the plot (scenario). The article analyzes the texts of short stories: "Unconquered", "The Mother", "Louise".

This article analyzes the formation of polysemy of the verb "to serve" from the point of view of the prototypical theory and compares the Russian word "to serve" with its Persian equivalents. The prototypical approach or prototype theory is a new approach to the phenomena of categorization, to the concept as a structure containing indications of which elements of the concept are prototypes. However, due to the polysemy of this verb in the Russian language, foreign students studying Russian as a non-native language make mistakes when using and translating this verb into Persian. To avoid such mistakes, one should first find the lexical-semantic variants of the word "to serve" in Russian and find suitable equivalents for these meanings. Thus, the purpose of the article is, firstly, to determine the lexicalsemantic variants of the word "to serve" using the prototypical approach and, secondly, to find equivalents for these meanings in the Persian language. To achieve this goal, having analyzed the explanatory dictionaries of S. I. Ozhegov, F.F. Ushakov and V.I. Dahl, three lexical-semantic variants were identified on the basis of the prototypical approach. In order to determine the frequency of the verb "to serve" and identify its equivalents in Persian, we considered four works of Russian classical literature of the 18th and 19th centuries, including the novels "War and Peace" by L.N. Tolstoy, "Crime and Punishment" by F.M. Dostoevsky, "Mother" by M. Gorky, and "The Master and Margarita" by M.A. Bulgakov. We found 156 sentences containing the verb "to serve" in its different lexical-semantic variants along with their translations into Persian. Statistical method was used to determine the frequency. The material was collected using the continuous sampling method. It was revealed that the lexical-semantic variant of the word "to serve": "to do something" is the most commonly used, while the lexical-semantic variant of this word: "to perform a church service" is used less frequently.

The poetic word is unique because it performs not only an informative function, but also an aesthetic one, associated with the impact on the personality of the addressee. According to philosophers and linguists, the language of culture and art is a tool for transmitting social, religious and political changes in society. This must be taken into account when analyzing the poetic picture of the world of famous masters of artistic words. Insufficient development of megaconcept notion in the conceptual and terminological apparatus of cognitive linguistics, poetics, stylistics determines the need to develop it taking into account not only the scientific, but also the general literary and historical context of the era. The purpose of the article is to analyze the regulatory means used by M.I. Tsvetaeva to implement the mega-concept "woman", associated with the images of the author’s lyrical heroines, acting in certain role models of behavior, relevant for the end of the 19th – beginning of the 20th century in Russia. The article analyzes poetic texts by M.I. Tsvetaeva of different years, which present role models of behavior of lyrical heroines, reflecting different facets of the mega-concept "woman". The work is based on the theory of regulatory communicative stylistics of the text, the use of methods of semantic-stylistic, motivational, contextual analysis and the "word-image" method. The mega-concept "woman" is presented in the study as a complex multifaceted cognitive structure and a reflection of the linguacultural trend in the general context of the late 19th – early 20th century in Russia. This stage in the country's history is characterized by changes in public consciousness: collectivism gives way to individualism, there is a rethinking of ideas about man and his role in the world, which has generated interest in gender differences, and new role models of women's behavior appear, causing public resonance. These tendencies received artistic realization in the poetic picture of the world of M.I. Tsvetaeva. The images of M. Tsvetaeva's lyrical heroines are considered as a reflection of different models of women's behavior that are relevant for this period in Russian history: 1) the role model of a woman who does not have the right to vote; 2) the model of a woman-creator; 3) the model of a loving woman; 4) the model of a mother. A wide range of various regulatory means and structures of different levels used by the author to influence the addressee and reveal the multifaceted essence of the mega-concept "woman" has been identified. The most common among them are: epithets, metaphors, rhetorical questions, exclamations, addresses, graphic means; stylistic devices of repetition, contrast, gradation, syntactic parallelism, etc. The interpretation of the mega-concept as a multifaceted cognitive structure and reflection of the linguacultural trend in the world view of society in a certain period of its development allows us to take a new look at the image of a woman in the broad literary and historical context of the era, based on different role models of behavior of M.I. Tsvetaeva’s lyrical heroines. The obtained results may be of interest for linguapersonology, cognitive linguistics, and communicative text stylistics.

The article analyses the written informal professional discourse of teachers of Russian as a foreign language in the aspect of genre forms. The material for the study are the messages of teachers of Russian as a foreign language taken from the closed professional chat room RCT Talks Methodology (https://t.me/rkitoday), created in the messenger Telegram in 2020.The paper considers the genre forms of request, advice and objection. The author's typology of advice request based on the presence/absence of a backstory is presented. Such varieties of requests with a backstory as a request for advice with background data about a student, a request for advice initiated by a question from a student, a request for help complaining about the futility of efforts are presented. It is shown that in requests with prehistory all variants are directly or indirectly related to the figure of the student. The results of the analysis of advice types are summarised and a conclusion is made about the significance of the ‘student’ component for the modal framework of advice: it is the subject of benefit. Tactics and techniques in objections centred around the identity of the student or directed at the identity of the questioner are identified and described. One of the tactics in objections of the first type is to point out the inconsistency of the asserted/suggested with something, for example, the goals and objectives of teaching, language proficiency level, language norms, linguistic and cultural realities. The risk of misleading students, causing confusion and errors due to the instructor's incorrect actions is explicated in risk warning tactics. In objections against colleagues, opponents resort to labelling, appealing to personality, paraphrasing. It has been proved that the formed competences of a foreign student are used as an indicator of the teacher's professional competence, i.e. in all the cases considered, the student's personality is mentioned in the statements. The regularity of including the figure of the student in the messages allows us to call such behaviour a communicative strategy. It is concluded that professional communication in chat interaction is characterised by a high degree of evaluation, predominantly negative: the genre forms of request and response are accompanied by the modality of complaint, irony, warning, criticism, etc. The authors conclude that professional communication in chat interaction is characterised by a high degree of evaluation, predominantly negative.

In Russian cultural consciousness, the mythologem "classic" is associated with quite a number of names. In the candidates for the title of "classic" list, A.S. Pushkin is the undisputed leader. The transformation of Pushkin’s personality into a legend began during his lifetime. By the end of the 20th century, the Pushkin myth contained such components as duel, genius, father, humanist, deity, hero, spiritual leader, Russia, and others. The Pushkin myth continues to be cultivated in such postmodernist works as V.S. Makanin’s "The Underground, or the Hero of Our Time" and A.V. Korolev’s "Man-Tongue". Being close to the author main characters of these novels consider Pushkin to be an exemplary personality. They correlate their actions with his life events. However, Russian postmodern writers are more actively engaged in demythologization of the Pushkin myth appealing to images, carriers of mass consciousness. For this, they use a rich arsenal of ludic poetics techniques. Thus, D.A. Prigov and T.N. Tolstaya parody the socialist realism discourse to profane the Soviet version of the Pushkin myth. V.O. Pelevin and O.A. Bogayev grotesquely give material form to the writer’s image, revealing the simulative nature of Pushkin as one of the central Russian culture concepts. L.S. Petrushevskaya simplifies and reduces contextual representations of the classics through intertextual play with Pushkin's quotations. While deconstructing the Pushkin myth, modern authors declare rejection of the totality idea embedded in it. They also reject the formula "Our Everything" which deifies the writer and is firmly established in Russian cultural consciousness.

World literature includes a large number of texts about dogs. Modern texts differ from ancient ones – in some cases, the image of a dog loses the connotations that are attached to the dog by archaism – a process of demythologization occurs. In others, the image of a dog is ambivalent: along with archaic symbolism (especially in everyday speech), a dog (in literary texts) is depicted anthropomorphically, carries moral codes, and becomes a measure of human empathy. The article considers the image of a dog in different ethnocultural and historical contexts – based on the works of modern writers. The relationship between a person and a dog is presented in the Tuvan context by Maadyr-ool Khovalyg (in three "Hunting Stories" the same tradition is mentioned: turning to the "master of the taiga" for help, but in this situation a person behaves differently in relation to a dog, the dog plays the role of a moral tuning fork); in Ossetian – by the writer Meliton Kazity (the story “Almas” is created in the genre of a dog’s life story – from its birth to death; the historical upheavals of the 20th century and human behavior are given in the indirect receptive speech of a dog, whose image embodied elements of Ossetian mythology and intertextual literary details); in Kazakhstan – by Ilya Odegov (the story, entitled "Sheep", constructs a provocative reading of it, because the main animal in it is not a sheep, but a dog named Lelka, who saved her owner and died); in Europe – by the writer Eric-Emmanuel Schmitt (in the novella by the French-speaking writer, the context is almost global, centered around the Holocaust: the action takes place in Belgium, recalling captivity in the Polish Auschwitz, the intention of the concentration camp is anti-Jewish, salvation comes from the Soviet Red Army; all that is left in the life of the hero Samuel to continue it further is the dog Argos, whose name is a reminiscence of Homer's "Odyssey"); other ethnic contexts are optionally mentioned: Jewish (associated with the mythological concept reflected in the toponym "Year-old Bitch" from the novel "Here Comes the Messiah!" by Dina Rubina), Crimean Tatar (the subject of the narrative in the story "Loneliness" by Ervin Umerov is a dog; the writer entrusted it, an impartial narrator, to report on the trauma of his people – 1944).

The article is devoted to one of the topical issues of modern linguistic methodology – the formation of intellectual and creative potential of bilingual students in extracurricular activities. One of the forms of extracurricular activities, one of the most common forms of enriching the intellectual and developmental resources of the educational environment is the Olympiad, which allows you to overcome difficulties; immerses the student in a certain area of scientific knowledge; helps to identify various aspects of students' giftedness. The scientific article presents the experience of working in the Russian language Olympiad for students of schools with a native (non-Russian) language of instruction of the Republic of Tatarstan. Russian Language Olympiad for bilingual students is one of the methods of immersing students in the Russian language environment, involving students in active language practice, one of the ways to increase interest (about interest as an important pedagogical tool, as a powerful incentive for learning, the article also pays great attention) in language learning, formation along with communicative, speech competence and cultural studies. An expedient and methodically correct solution in the development of Olympiad tasks is to take into account didactic principles: the principle of science, the principle of entertainment, the principle of accessibility. Thus, the scientific work reveals in detail the content of each principle, argues for the scientific propositions put forward, talks about the importance of understanding the terms, the essence of the issue of the linguistic task at the Olympiad. Special attention is paid to the principle of accessibility, taking into account the individual characteristics of students and the phenomenon of interference (the influence of the native language). As a research material, the analysis of written Olympiad papers of bilingual students was carried out, their typical mistakes were revealed. Since the greatest number of errors is associated with writing an essay (an essay is one of the forms of written work in which both students' knowledge and their creative potential are tested), the scientific work describes in detail the difficulties faced by students. As a result of the study, it is said about the possible linguistic and methodological assistance to teachers, about the importance of implementing textual activities in Russian language lessons. For a structural and visual representation of the proposed provisions, a model for the formation of the intellectual and creative potential of students has been compiled.