Background. Until now, science lacks a holistic philosophical understanding of the phenomenon of existential boredom and has not developed an attitude towards it, although it is recognized in the scientific community. The problem is that in today's rapidly changing and constantly evolving world, people are losing their spiritual and moral bearings, suffering from boredom. This article allows us to consider existential boredom as its variety from various points of view. The purpose of the work is to study the phenomenon of existential boredom in the context of human social existence. Methodology. The authors rely on such famous philosophers as A. Schopenhauer, M. Heidegger, and modern researchers (E. Makagon, L. Svendsen). The research was conducted using methods of systematic, logical, comparative and historical analysis and synthesis. As well as bibliographic analysis, description and comparison. Results. Comparing and analyzing different points of view on this problem, the authors conclude that existential boredom is a part of human existence and society. Existential reflections can become a "cure" for boredom: in this state, a person is able to realize the meaning of our being and time. This work allows us to conclude that existential boredom is a sign of a developed society, and not everyone is capable of searching for existential meaning. Therefore, existential boredom is not an absolutely negative phenomenon for a person and society.
Background. To comprehend modern global trends in the paradigm of Russia's relations with the world requires the actualization of the concept ‘Russian idea’. For this purpose, the article makes a selective socio-philosophical analysis of the process of evolution of the concept ‘Russian idea’ from the early twentieth century to the present day within the cultural-historical paradigm. Purpose. The aim of the analysis is to comprehend this concept in the paradigm of the concepts of ‘Russian statehood’ and ‘Russian civilization’ through the conceptualization of the key criteria that actualize these concepts. Materials and methods. The cultural-historical analysis of the evolution of the concept ‘Russian idea’ actualizes this concept with the help of various basic criteria revealing its main conceptual qualitative characteristics. Results. The socio-philosophical approach to the analysis of the evolution of the concept ‘Russian idea’ leads to the conclusion about the missionary role of Russia in the history of mankind and its actualization in the modern global conflict. The civilizational approach allows us to assess Russia's role on the world stage as a civilization-state, and also reveals the key trends in the interaction of the Russian Federation with other states.
Background. In the modern world, characterized by globalization and the rapid development of information technologies, issues of national security and state sovereignty become particularly relevant. These aspects are interconnected and require an integrated approach to ensure political independence, economic stability, and preservation of cultural uniqueness of states. Research through realism, liberalism, and constructivism approaches allows for a deeper understanding of the relationship between sovereignty and national security. These concepts enrich the analysis and enable consideration of the problem from various perspectives, taking into account the diversity of approaches to this topic. Purpose – Analysis of the relationship between national security concepts and sovereignty through the lens of theoretical approaches of realism, liberalism, and constructivism. Materials and methods. Comparative and critical analyses evaluate theories, identifying their similarities, differences, and correspondence to reality. Logical and systemic analyses help understand the connections between arguments and examine national security in the context of the political system, considering both international and internal factors. The results of the study confirm the key role of national security in ensuring and strengthening national sovereignty. The analysis of various theoretical concepts of national security, such as realism, liberalism, and constructivism, allowed us to identify their specific approaches to understanding and interpreting this phenomenon. The realist approach emphasizes the importance of military power and geopolitical influence for ensuring sovereignty. The liberal approach focuses on economic and institutional factors, such as free trade and international organizations. The constructivist approach examines national security through the prism of social and cultural identity, emphasizing the role of norms and ideologies in shaping security perceptions. The study confirmed that national security plays a key role in ensuring and strengthening national sovereignty. The integration of various theoretical approaches (realism, liberalism, constructivism) allowed for a more comprehensive assessment of the relationship between these concepts. National states strive to maintain a balance between military, economic, and socio-cultural aspects of security to minimize threats and preserve independence.
Background. The period of study of the outstanding scientist V.M. Florinsky at the Perm Theological Seminary (1848–1853) deserves special attention as a key stage in his spiritual and professional development. Based on archival materials and memoir evidence, the influence of religious upbringing, the educational environment, and the teaching staff on the formation of the future scientist’s worldview is analyzed. Special attention is paid to the development of his research and humanitarian interests, including the impact of philosophy, history, and literature. The authors address the issues of V.M. Florinsky’s perception of his education and its significance for his subsequent scientific and social activities. Purpose – to identify and analyze the key factors that influenced V.M. Florinsky’s spiritual development during his studies at the Perm Theological Seminary, as well as to determine their role in his subsequent scientific and social activities. Materials and methods. The article is based on sources of a personal nature: the memoirs and diaries of V.M. Florinsky. The main scientific method used is the historical-genetic method. Additionally, other methods such as analysis, synthesis, comparison, classification, and typology are employed to structure and gain a deeper understanding of various aspects of the scholar's spiritual and professional development. Results. The study of V.M. Florinsky’s memoirs demonstrates the crucial role of spiritual and humanitarian education in shaping his personality and highlights the influence of religious beliefs on his professional path and public activities. Raised in a religious environment, he developed traditional Christian views and, despite being exposed to Western ideas of skepticism and materialism, remained a steadfast adherent of the Orthodox faith. He highly valued his education at the Perm Theological Seminary, particularly for the opportunity to study primary sources, develop critical thinking, and master the Latin language. His acquaintance with the seminary library and the intellectual environment of his teachers had a significant impact on his scientific aspirations, fostering an appreciation for the humanities, including philosophy, history, and languages. The experience gained at the Perm Theological Seminary played a key role in shaping his personality and academic interests. It was there that he formed the image of a scholar devoted to the study and dissemination of knowledge. Further research into his personal archives, correspondence, and unpublished materials will not only supplement his biography but also deepen the understanding of the role of theological seminaries in preparing scholars and public figures of the 19th century.
Background. The study of the category of evaluation within the anthropocentric paradigm, which plays a leading role in modern linguistics, the lacunarity of the designated area, as well as the growing interest in Internet communication and the ways of expressing the evaluative component in it, using various linguistic and communicative means, determine the relevance of this study. The purpose of the research is to identify verbal and non-verbal means of expressing expert evaluation in music video reactions. Materials and methods. The study used methods of discourse, pragmalinguistic, comparative analysis, as well as the quantitative method. Results. The article describes linguo-communicative means that represent positive and negative evaluation in music video reactions. The study identifies expert characteristics that include self-presentation as an expert, field of activity related to music, experience, and reviews about the expert’s work. For expressing expert evaluation, it is common to use evaluative adjectives and nouns, as well as intensifying adverbs, which allow to characterize the object of evaluation in relation to the speaker’s opinion. When expressing evaluation in video reactions, experts mostly use evaluative vocabulary, supplemented by musical terminology. The use of negative and interrogative sentences in expressing expert evaluation is mainly associated with highlighting negative qualities of the evaluated material and the further consideration of these qualities by the expert. To express approval or disapproval, experts use rhetorical questions and exclamations. Non-verbal means (facial expressions, gestures, prosody) intensify the evaluative utterance.
Background. The article examines the features of the use of anaphoric means in the spontaneous oral speech of preschool children. Traditionally, children's speech is studied from the point of view of occasional formations, and the construction of children's discourse is studied to a much lesser extent. At the same time, in modern linguistics, various features of the structuring of children's monological speech remain insufficiently studied, related, in particular, to the formation of a repertoire of anaphoric means and the specifics of their use. The study of this issue will help expand the understanding of both children's speech and its features, as well as the universal mechanisms of generating oral unprepared discourse. The purpose of the article is to identify and describe the distinctive features of the use of anaphoric means by children aged 5-6 years. Materials and methods. The research material was the transcription of monologues of preschool children. Eleven people aged 5-6 years old became informants. To obtain the necessary research material, an experiment was conducted: the informants watched the cartoon Zhiharka, and then they had to retell the plot of this cartoon. The research methods used are the quantitative method, the method of discursive analysis, and the comparative method. Results. The results of the study showed that the most actively used anaphoric means in the speech of children aged 5-6 years are the forms of the pronoun "he" and the forms of the same word, while the zero anaphora and the forms of other pronouns are almost not used. Index groups and compound nominations turned out to be the lowest-frequency means, which is probably due to the difficulties that may arise when using them. It has been established that from the point of view of the use of anaphoric means, the speech of children aged 5-6 years differs from that of adults, since the index group of the latter occurs much more often as an anaphor, while in the speech of children this anaphoric means is one of the least frequent. Scope of application. The results of the research can be used in psychological and pedagogical practice when working with preschoolers, as well as for the development of training courses in such disciplines as ontolinguistics, discursive analysis, etc.
Background. The world of the present is quite complex and contradictory, having become transparent and fragile. The society described with the prefix «post» has exacerbated the problem of the essence of man, putting on the agenda the question of the posthuman in the projection of the «improvement» of man by technological know-how. In socio-philosophical discourse, the concept of the posthuman, with all its multivariate readings, brings to the fore the theme of the preservation of man and humanity as a whole. Homo sapiens, caught in the networks of a global techno-project to create an artificial world / intelligence / body, thinks about the limits of its boundlessness and the search for humanity, which is impossible to understand the meaning of human life. The eternal debate about the true nature of the meaning of life continues through the ages. Thinkers from different schools and different eras offer their explanations of this issue. The radical among them reject the very idea of the significance of the meaning of life, while others, on the contrary, recognize it, but insist on the negative side, while others associate it with positive aspects. However, the central task of each person remains the multifaceted development of himself as a person. This, in turn, ensures a person's contribution to the social and historical course of events, designating it as a personal vocation and life goal. Existential thinking provides an opportunity to re-evaluate a social phenomenon as something metaphysical and holistic, reading it through the prism of social action. Here, the idea of social realization as a significant act is embedded in the understanding of the phenomenon. The purpose is to analyze the existential status of the meaning of human life. Materials and methods. In the process of studying the existential status of human meaning, various methodological approaches and methods were used. These include a dialectical-materialistic research strategy, anthropological and sociocultural approaches, a naturalistic method, as well as transcendental and mixed techniques. Moreover, the system-analytical approach was used along with activity-based and axiological methods. Existential analysis also played an important role. Results. The desire to explore and realize the meaning of one's existence is inherent in every human being and originally inherent only to him. This serves as a driving force for both personal growth and behavioral change. The individual meaning of life, which brings the highest form of self-realization into a person's being, depends on the unique circumstances of his historical time and specific personality characteristics. The self-development of a collective person and, as a result, of the whole society is conditioned by the acquisition of positive meaning, aimed at the values of goodness, truth and beauty. The acquisition of the meaning of life becomes possible only when a person finds himself a part of certain conditions, and his personal being allows him to adequately comprehend the prospects of activity in these circumstances. Outside of the context of specific situations, semantic content is defined as absent from individual consciousness.
Background. A question of «eternal» themes in literary science is significant. Throughout the existence of mankind, number of certain themes remains inexhaustible, passing from one time period to other one, from book to book. That is why it is interesting to see, how «eternal» themes develop in the literary process, including in modern one. Fiction texts of perestroika-period are little studied in the science, which is why we addressed to the book of this epoch. All the above makes the relevance of our research. The purpose of this article is to investigate the realization of «eternal» themes in the fiction story Avariya by Y.M.Korotkov, identifying their specific in the text of perestroika-epoch. Materials and methods. In this work the method of analysis and synthesis of theoretical information was applied to understand the essential characteristics of the theme as a literary category for further researching «eternal» themes in the fiction story Avariya (their transformation on the example of text of perestroika-epoch), produced by textual analysis. Results. We identified «eternal» themes in the fiction story Avariya and analyzed their transformation, which was due to the specific of historical period, that allowed us to come to following results. The theme of relations of «fathers» and «children», the theme of feelings and the theme of the prodigal son are also reflected in the literary creativity, and the perestroika-epoch puts an imprint on their realization. The conflict of «fathers» and «children» is reflected in the text both at the family level and out-of-family level, the change of epoch and ideology plays a huge role in their disputes. The theme of feelings, considered by us as eternal, was realized in the destructive aspect, the distortion of the notion of true feelings was revealed, which is due to the perestroika-epoch pathos of this fiction story; it is in what we see the specificity of the realization of the theme of feelings (as eternal one) in the perestroika text. The theme of prodigal son, realized in the fiction story in the image of prodigal daughter, is revealed by the motif of crime and punishment: it shows how the life’s path of the character led her to a tragic outcome; the evangelical’s plot about the prodigal son differs from the spot of researching fiction story, the author introduces perestroika’s context of the realization of the theme. All the above makes it possible to say that «eternal» themes are strongly raised in the texts of modern literary process, and the epoch’s sentiments affects their development.
Background. The concept of speech portrait is not new to the linguistic science and has already been firmly established in linguistics due to the emergence of a separate field of research – linguistic personology which studies individual and typological features of a linguistic personality. Speech portraits of a modern journalist, a politician and a teacher have been described. However, there are few works devoted to the problem of character’s speech representation in fiction as there is no a unified interpretation of the concept of speech portrait as well as its systematic description which determines the relevance of this study. The purpose of the paper consists in studying lexical stylistic means involved in the creation of characters’ speech portraits in the novel by J. Steinbeck’s «Of Mice and Men». Materials and methods. The research is based on J. Steinbeck’s novel «Of Mice and Men». The method of continuous sampling and the method of linguostylistic analysis of the text are used in the process of work. Results. The concept of «speech portrait» and a number of related concepts are considered in the study. The stylistic means that are involved in creating of speech portrait in a work of fiction are studied. The authors determine lexical stylistic means of creating characters’ speech portraits in the novel by J. Steinbeck “Of Mice and Men”. The analysis revealed that speech characterization in the novel involves stylistically marked vocabulary which includes slang, vulgarisms and idiomatic expressions, as well as the usage of such lexical stylistic devices as metaphors, metonymies, similes and epithets. The usage of stylistic means helps the author not only to convey the characters’ emotions, but also to indicate their social status and the level of education. J. Steinbeck in his novel “Of Mice and Men” describes the lifestyle of ranchers, whose main qualities are rationality and commitment to work. They live for the purpose of earning money, without having the opportunity to get an education. The author resorts to colloquial speech in order to make his characters more believable as well as to convey their personalities and outlook.
Background. Advertising has become an integral part of economic, social and cultural life of modern society. This fact makes it necessary to apply a multi-aspect approach to study advertising communication, the participants of which are the advertiser, the author of the advertising text and the target audience. The success of advertising communication depends on various factors, including the relevant choice of linguostylistic techniques and language means. These must comply with the cultural norms and values of the target audience, correspond to the genre and stylistic features of the advertising discourse and fit the goal of advertising communication – to produce the desired effect on the consumer. The purpose of the study is to systematize the linguostylistic features of advertising communication in modern English. Materials and methods. The study was conducted on the material of advertising texts of two thematic groups: perfumery products and watches. The authors used the continuous sampling method to analyse 61 advertising message and identified 144 examples of stylistically marked expressive means and stylistic devices at the phonetic, morphemic, lexical and syntactic levels of the language. The main methods used in the research include the communicative-pragmatic analysis which helped to study argumentation as a fundamental aspect of advertising, and the method of stylistic analysis. Results. The research described the features of various expressive means and stylistic devices at all levels of the language. The authors identified the effective tools used by authors to increase the persuasion of an advertising message and have the emotional impact on a potential consumer. The findings showed that the relevant feature of advertising communication is the frequency of using lexical stylistic means to deliver the author’s idea to the addressee. This can be explained by ample opportunities of the lexical level for creating vivid imagery that affects the consumer’s imagination, which is exceptionally relevant to advertising. The study of advertising communication allowed us to identify culturally significant norms and values to which the advertising text appeals. Thus, the research proved that the linguistic component of the advertising message is a significant tool that affects the consciousness, emotions and behavior of consumers.
Background. This article studies the strategy of training foreign language communicative competences among students of non-linguistic institutes on the basis of building the English-speaking environment (close to the natural one). The article describes the experience of the КрасWorld project, which was implemented by SibFU students as a part of the Твой Ход Russian Student Project on the basis of SibFU as well as the participation of SibFU students in the Eurasia Global International Youth Forum in terms of motivation for learning the English language as an intermediary language. The article offers student feedbacks on these projects, which reveal a positive impact of such events on the development of students' foreign language communicative competences and motivation to further study of the English language. Purpose. To identify the contribution of project activities (international projects) for increase of motivation to a foreign language learning (English) among students of non-linguistic universities. Materials and methods. The article is based on the experience of SibFU students in project management activity: the КрасWorld project, implemented as a part of the Твой Ход Russian Student Project and the Eurasia Global International Youth Forum. The results of the КрасWorld project were presented within the framework of the Твой Ход-2024 Russian Student Project. The comments on the КрасWorld project were posted on the social networks of the project (КрасWorld Telegram-channel; КрасWorld VK). The direct sampling method was used to select the comments related to the training of foreign language communicative competences. Results. International projects create the need for communication between representatives of different countries, thereby creating an environment close to a natural English-speaking environment that encourages students to communicate formally and informally in English. It contributes to effective receptive (reading, listening skills) and productive (speaking, writing skills) training.
Background. The article focuses on the pragma-stylistic mechanisms of sarcasm in the genre of sports analytical articles. The genre, which represents a detailed analysis of a sporting event or phenomenon together with its evaluation, is an evaluative genre within the discursive space of sports. The pejorative evaluation manifests in various forms of verbal aggression, including sarcasm. Based on the theoretical research study, the correlation between sarcasm and irony is examined, and differentiating parameters that help distinguish two phenomena are identified. In the practical part a pragma-stylistic analysis of the most recurrent illocutionary indicators of sarcasm within the studies genre is provided. The purpose of the study is to identify illocutionary indicators of sarcasm in the genre of sports analytical articles and examine their linguistic side. Materials and methods. The research materials comprise a corpus of English-language sports analytical articles (110 texts) from 2024, taken from digital versions of the British magazines such as The Guardian, The Independent, Metro. The main research methods include theoretical analysis and synthesis, corpus analysis together with discourse, contextual and interpretive analyses. The integrated application of the methods enumerated has given an opportunity to obtain reliable data on the most frequent illocutionary indicators of sarcasm and their linguistic representation. Results. The analysis revealed that sarcasm, as a form of verbal aggression, is a constitutive feature of the genre of sports analytical article. It serves as a means of expressing sharply negative criticism aimed at discrediting sports figures. Irony and sarcasm should be distinguished. Despite their shared dual nature (incongruity between expression and content), they differ in the authorial intent since irony creates a comic effect and sarcasm demeans the target of discussion. The illocutionary indicators of sarcasm exhibit stylistic diversity within the studied genre. The primary indicators such as comparative constructions, metaphors, patronymic attractions, litotes together with auxiliary indicators such as epithets, anaphora, asyndeton, alliteration were identified. Practical implications. The findings can be used for further research of verbal aggression, irony, and sarcasm, particularly sports discourse and its genres. Key results can be used in the development of university linguistic courses as well as specialized courses on sports discourse.
Background. The use of phraseological units with a color term in mass media headlines has become a common practice among journalists in order to attract the audience’s attention to the published material. However, the incorrect use of such means of language entails risks, such as clichés, misunderstanding and ambiguity. The authors demonstrate the relevance of using phraseological units with the color terms ‘white’ and ‘black’ in media headlines. Purpose – to claim the relevance of usage of phraseological units with color terms ‘white’ and ‘black’ in media headlines. Materials and methods. The research methods include contextual and quantitative analysis. The article is based on media materials for the period 2024-2025 published on the news platform Yandex Dzen and online press archives. The research material was obtained by a continuous sampling of headlines containing phraseological units with the color terms ‘white’ and ‘black’ (N=204 headlines). In order to identify and describe phraseological units the Phraseological Dictionary of the Russian literary language by A.I. Fedorov was used. Results. The study proves that the use of phraseological units with the color terms ‘white’ and ‘black’ in media headlines creates expressiveness, intrigue and thus increases a reader’s willingness to read the text. Quantitative analysis demonstrates the frequent use of these units in mass media headlines. Moreover, color terms being concise have a great potential for wordplay and can convey the author’s ideas implicitly. Contextual analysis shows that out of 204 headlines containing phraseological units with the color terms "white" and "black", 171 (84%) headlines reflect negative news. Actualization of the negative connotation in the studied phraseological units reveals implicit meanings and enhances the overall negative coloring of the message. Practical implications. The results of the study can be used in the field of media communication, teaching linguistics, lexicology and stylistics. The obtained data can be useful for journalists in developing effective strategies to influence the audience.
Background. The implementation of the historical approach is an important prerequisite for in-depth study of the Russian language. Historical commentary on linguistic facts and patterns helps to understand the cause-and-effect relationships of those phenomena, the study of which is impossible without referring to the history of the development of the Russian language. At the same time, there are a number of issues in this area that require theoretical and practical development, in particular, the specifics of using historical commentary in the context of academic activities. Purpose. The aim of the paper is to identify the main features of historical commentary in the Russian language lesson as a speech genre of pedagogical communication. Materials and methods. The materials for the study were studies devoted to the historical coverage of the facts of the Russian language and their inclusion in the learning process in the classroom. The article uses methods of description, typologization and generalization to characterize historical commentary as a pedagogical genre in Russian language lessons. Results. The paper provides a detailed description of historical commentary in Russian language lessons as a speech genre of pedagogical communication. Its formal feature is the formalization in the form of a concise word by the teacher, and its substantive feature is the reflection of the cause-and-effect relationships of facts and patterns of the Russian language from the perspective of its history. It is noted that the historical commentary should be prepared in advance, have a concise form and thematic conditionality. These characteristics formed the basis of the proposed definition of historical commentary as a pedagogical genre. Of particular note is the dependence of the preparation of a historical commentary for the study of a particular topic on the age of students and their level of proficiency in the subject matter. A well-constructed historical commentary in the lesson contributes to a more meaningful study of the Russian language, expands the linguistic horizons and forms the cultural competence of students.
Background. The political discourse is the type of discourse with exactly dominating manipulative intention. This intention has a complicated structure and is realized by the speech producer through actualizing of a definite set of mass recipient’s universal manipulation targets. With the help of the intentional analysis of the Conservative Party Manifesto the author proves that there is a special set of effective speech actualizers of mass recipient’s ethological and physiological manipulation targets being in a strict hierarchy. Purpose. The purpose of the study is to find out and analyze the speech means of actualizing of mass recipient’s ethological and physiological manipulation targets in the British political discourse. Materials and methods. This study is based on the recipient-centric approach with which mass recipient is regarded as some model of interdependent features being relevant for the process of manipulation and reflected on the surface level of producers’ manipulative messages in the system of speech means under consideration. Results. On the basis of the political party manifesto text type the intentional model of the manipulative speech act has been tested, as well as the recipient-centered model of manipulation targets for the mass recipient. It is proved that the most effective manipulation means of this text type are nominative actualizing signs and associative actualizing signs, which affect such manipulation targets as the anticipation of social ideal realization (in promissive speech acts), certain instincts, the interoception, exteroception and proprioception peculiarities and the characteristic features of temporal, space and kinetic perceiving as well.
Background. The article is devoted to the reign of the Horfager dynasty in Norway in the period from the Battle of Hafsfjord, traditionally considered the central event in the process of state formation in Norway, to the beginning of the era of civil wars (1130-1140). The problem of the study is the simplified nature of the formed scientific knowledge about the era of the Horfagers and its discrepancy with the political transformations of the period of Norwegian history considered in the study. The relevance of the study is determined by the increased research attention to the history of medieval Norway, as well as maintaining the severity of the scientific debate about the cultural and political influence of its population and rulers on the course of European history. Objective. The purpose of the study is to determine the chronological periods in the history of the Horfager dynasty from the Battle of Hafsfjord to the era of the Civil Wars and to identify their essential characteristics. Materials and methods. The source base of the study is the Scandinavian sagas, primarily the "royal sagas" included in the collection "The Earthly Circle". As for the methodology of the work, it is based on the chronological method; the diachronic and historical-systemic methods defined the chronological framework of the study. In order to identify internal periods and their patterns within this framework, the historical-comparative method was used, and the historical-genetic method was applied to determine the reference points and causes of the emergence and attenuation of specific processes and phenomena. The article also contains a significant number of references to specific individuals and events, which necessitated the use of the ideographic method. Results. As a result of the work done, a periodization of the dynasty's rule in the selected period was compiled based on such characteristics as the legitimacy of the rulers, their authority and influence, as well as the system of succession to the throne. Based on the totality of these characteristics, internal periods were identified: 1) The period of the "true Horfagers". 872(?)-965/970 A period characterized by the legitimate rule of one dynasty, within which the entire power struggle took place, and the absence of claims to the Norwegian throne from other clans, except for the descendants of Harald Horfager. 2) The period of the "struggle for power." 965/970–1035 A period characterized by a power struggle in which three forces (the Danish kings, the "successful Vikings" who call themselves the Horfagers, and the Norwegian nobility) fought for power with varying success, relying on the support of bonds, which determined the legitimacy of a ruler. 3) The period "from the centralization of royal power to the crisis of the dynasty" 1035-1130. The period of the weakening of the nobility in the field, the strengthening and spread of the power of the king throughout the country, the development of trade and commodity relations, the strengthening of the church, urban planning.
Background. The article is devoted to the effectiveness of using critical thinking technology to improve the linguistic competence of bachelor historians. The article pays special attention to the formation of critical thinking among students majoring in “Pedagogical Education. History”. This is due to the fact that in the modern conditions of social development, the formation of critical thinking contributes to the development of patriotic education of young people in the spirit of respect for the past and present which is one of the state priorities nowadays. Taking into account the experience of foreign and domestic scientists dealing with the problem of developing critical thinking, a technology for more effective teaching of a foreign language in practical classes at a university based on the modeling method (in particular, reconstruction of historical events in the classroom) was developed, and the requirements for organizing and conducting foreign language classes were formulated. The proposed technology helps students not only develop their linguistic competence, but also receive the information they need in their educational and professional activities. This technology can be used both for studying a foreign language and in other disciplines. Relevance. In the context of modern realities, as well as in connection with changes in the system of higher and secondary specialized education, this approach acquires a new meaning and relevance, as it allows integrating critical thinking training into the programs of various academic subjects, in this case we are talking about a foreign language. This will contribute to the formation of a person with civic responsibility and a patriot who is able to solve social problems and confront the challenges of modern reality. Purpose. To develop an effective model for teaching English to bachelor historians (in the form of an interactive lesson with the elements of historical events reconstruction), aimed at the developing not only linguistic competence but also critical thinking as a component of military and patriotic education. Results. The criteria of critical thinking are determined and the model with the elements of historical events reconstruction as technology of military and patriotic education in English language class is presented; the necessity of integration of critical thinking in a wide range of academic subjects is proved. Practical implications. This technology can be used in a foreign language practical class and in teaching other disciplines at universities and schools as well.
Background. The term "collocation" has recently come into use and become popular in modern linguistics, denoting the phenomenon that exists in all languages. Collocations are set expressions formed when one of the words composing the combination preserves its lexical meaning and the other changes it. Purpose – to classify the main models of terminological collocations used in medical English discourse according to syntactic and semantic features. Materials and methods. Contemporary courses of medical English, a number of explanatory medical dictionaries and textbooks on medicine. Conducting the research, we used such methods of lexical analysis as contextual analysis, distributive analysis and the method of semantic field. Results. Having analyzed the lexical content of well-known courses as well as textbooks of medical English we identified the most frequent models of terminological collocations, which were classified according to syntactic and semantic principles. Syntactic models include two- and three-component constructions with highlighting the main ("nuclear") component as well as abbreviations. Semantic models are divided into 9 main groups which name medical specialists, equipment and tools, anatomical terms, symptoms, diseases and conditions, diagnostic and treatment methods as well as some proper names. The article presents the examples of these models in the medical discourse "Cardiology" and emphasizes the importance of studying collocations while working with medical information.
Background. Every language is full of collocations. It is almost impossible to speak without collocations because the meaning of any word is determined and specified by the company it keeps. Collocations are widely used in all spheres of life and various types of professional discourse. Medical discourse is a special linguistic subsystem designed for professional communication, where a doctor acts as the communicative leader. Terminological collocations are actively used in authentic medical texts, publications, and doctor-patient communication. We should always keep in mind that the general meaning of such combinations is not equal to the meaning of each component, they cannot always be translated word by word, that`s why correct translation and use of terminological collocations is extremely important while working with medical information. Purpose – to analyze the lexical content of well-known courses of medical English, authentic dictionaries and textbooks on medicine to identify and classify the main models of terminological collocations in different types of medical discourse. Materials and methods. Contemporary courses of medical English: «Check Your English Vocabulary for Medicine» (A&C Black); «Medicine 1 / 2» (S. McCarter); «Nursing 1 / 2» (T. Grice); «Professional English in Use: Medical» (E.H. Glendinning); «Test Your Professional English: Medical» (A. Pohl); some medical dictionaries (London Dictionary of Medical Terms, Dictionary of Nursing, Illustrated Medical Dictionary) and textbooks on general and clinical medicine: Anatomy and Physiology for Health Professionals (J. Moini); Eyewitness. Human Body (R. Walker); How it Works Book of the Human Body (Imagine Publishing Ltd); The Facts on File Illustrated Guide to the Human Body (The Diagram Group), Harrison`s Pulmonary and Critical Care Medicine (McGraw-Hill Education), Williams Textbook of Endocrinology (S. Melmed et al.), Nadas' Pediatric Cardiology (Elsevier Inc.), Shaw’s Textbook of Gynaecology (V.G. Padubidri, S.N. Daftary), Adams and Victor’s Principles of Neurology (A.H. Ropper et al.), Pediatric Otolaryngology. Principles and Practice Pathways (R.F. Wetmore, H.R. Muntz, T.J. McGill), etc. Results. Analysis of the lexical content shows that each type of medical discourse is attributed by the following semantic groups of terminological collocations: collocations describing the structure and work of the human body ("anatomy and physiology"); word combinations naming the most common symptoms and signs of different diseases ("signs and symptoms"); collocations naming diseases and conditions of various organs and systems («diseases and conditions»); combinations describing medical personnel, instruments, medicines, technologies used in diagnosis and treatment ("diagnosis and treatment"). A special group includes terminological collocations, which are considered to be proper names. The article presents different examples of the most common terminological collocations used in various types of medical discourse (cardiology, pulmonology, gastroenterology, neurology, endocrinology).
Background. The problem of transformation of the content of school textbooks on national history is actualized as a result of public and scientific discussions about the Soviet period of national history that unfolded during the years of perestroika, as well as due to changes in the views, opinions and assessments of historians - authors of educational publications. Key topics of Soviet history, discussed in the public and professional environment and subjected to rethinking and reassessment, are highlighted. Purpose: to prove the relationship between the content of school textbooks on Russian history and the discussions that unfolded in the public and scientific environment during the perestroika period on the problems of Soviet society, for which purpose to highlight the main topics of discussion, to identify the factors that influenced the views of the authors of school textbooks on Russian history during the period of rethinking the fundamental dogmas of Soviet historical science, to highlight in the content of textbooks the topics that were most subject to revision, and the topics that were most taboo. Materials and methods. The source base of the research is school history textbooks published in the USSR in 1986-1990, memoirs, notes and interviews of historians Yu. I. Korablyov, Yu. S. Kukushkin, A. P. Nenarokov, materials of the periodical press (magazines Ogonyok, Voprosy istorii, Novaya i noveyshaya istoriya, Prepodavlenie istoriya v shkole), speeches of the General Secretary of the Central Committee of the CPSU M. S. Gorbachev, examined on the basis of historical-descriptive (as the main), analytical and historical-comparative methods of historical research. Results. The study of documents of the CPSU and the USSR Ministry of Education (1985-1988) / the USSR State Committee for Public Education (1988-1991), the identification of the subject of public and scientific discussions on the development of Soviet society, and the analysis of the content of school textbooks on Russian history made it possible to prove the conclusion about the relationship between the content of school textbooks and the discussions that unfolded in the country; to highlight the topics in the content of which the most significant adjustments were made; to determine the factors that influenced the views of the authors of school textbooks on Russian history in the context of perestroika.
