The research object of this study includes the phenomenon of the author's emotive-empathetic immersion in the psycho-emotional spheres of a creative personality using the example of B. Akhmadulina's poem "Le Spectre de la rose" (1977). The main goals and objectives are to describe the reminiscent symbolic and plot-forming foci associated with the work of T. Gautier and the libretto by J.-L. Vaudoyer; to study Akhmadulina's poetic and psychological analysis of the fate of the dancer Nizhinskiy; and to identify metamodernist features of the poetics and philosophical content of Akhmadulina's work. The novelty of this study lies in the fact that, prior to this article, no analysis ofAkhmadulina's poem "Le Spectre de la rose" has been conducted in terms of its connection to the plot of Michel Fokine's ballet libretto and, simultaneously, to the plot of Th. Gautier's poem. The authors conclude that Akhmadulina's poem represents a complex synthesis of intertext and metatext, supported by a metamodernist immersion into Akhmadulina's own empathic state. The study draws on comparative-historical, psychoanalytical, semiotic, and biographical methods of literary text study.
The study focuses on the use of extensive reading for learning French as a foreign language at advanced level. Reading is traditionally used to develop foreign language skills. Despite the relative decline in learners' interest in literary reading, it remains an effective way to enrich vocabulary, construct complex sentences, and develop written comprehension and oral production skills. This role of reading is particularly important for advanced learners, when communicative tasks in everyday situations are successfully fulfilled, but it remains necessary to continue developing skills and competences to enable full-fledged social and professional communication. The existing criteria for assessing the level of proficiency in a foreign language presuppose consistent enrichment of vocabulary, complication of syntactic structures, use of various forms and moods of the verb, expression of complex logical connections between parts of the sentence, cohesion and coherence, etc. The aim of this study is to work out the organizational and methodological aspects of working with a literary text. The organizational aspect includes number of pages, number of words, and regularity as a condition for progress. The methodological aspect encompasses techniques for working with the text and methods for developing oral skills. This approach can be applied at advanced level (B2-C1) with university students and learners of other educational institutions. The article provides a brief overview of recent scholarly research analyzing reading as a language learning tool. The authors share instructions for conducting receptive and productive activities illustrated with examples. The article presents guides and authorial exercises for the development of lexical and grammatical skills at advanced level: working with synonyms, antonyms, idiomatic expressions, cognate words, context analysis, detailed presentation of characters, explanation of their actions and decisions, possible alternative ending, comparison of fiction works, reconstruction of previous and reflection on subsequent events. Particular attention is paid to the individual approach to extensive reading which allows learners to vary the pace, content, intensity and tools of their progress. The types of activities suggested by the authors can be used when working with audiovisual content in a foreign language, and are also recommended for graduates of linguistic faculties for independent learning activities and maintaining proficiency in a foreign language at the proper level.
The article deals with the issue of developing future English teachers', translators' and interpreters' competence of working with dictionaries and glossaries. The primary focus is on choosing lexicographic resources, their adaptation, and introduction of creative assignments connected with the use of dictionaries. The author uses an interdisciplinary approach combining the issues of education, methods of language teaching, lexicography, lexicology, terminological studies, and phraseology. The practical research data were collected via methods of observation, analysis and student survey. Acquainting students with the concepts of lexicography and history of lexicography in different countries contributes to the development of theoretical knowledge in linguistics. Encouraging students to explore various dictionaries, to describe and analyze their mega-, macro-, medio-and microstructure makes students more competent in using dictionaries and enhances their professional knowledge and skills. Lexicographic resources serve as material for students' research work aimed to analyze language phenomena. Dictionaries and glossaries are a tool for developing students' creative skills, their abilities to analyze, compare and contrast, to conduct independent work, and to personalize their learning. Selecting vocabulary for the lexical minimum in the form of academic glossaries is necessary in teaching subjects related to Languages for Specific Purposes and special texts translation. Compiling glossaries by students enriches their lexicological knowledge according to their personal cognitive needs and interests. Students' experience in such activities and the challenges they come across may become subject for discussion at language, linguistics and translation classes. The practical value of the article consists in the fact that it contains a guide on the use of dictionaries and glossaries in the process of professional training of future linguists.
This article examines a grammar inventory of a linguistic personality through the lens of A. A. Potebnya's concept of language as "a world-forming activity." The study suggests implementing this idea through synthesizing Yu. N. Karaulov's theory of the associative-verbal network and the concept of the personal grammar inventory with modern corpus methods. The personal grammar inventory is considered to be the key diagnostic tool. It registers the frequency distribution of its forms in discourse, which reflects the speaker's specific cognitive and communicative needs. The study carries out a comparative analysis of the grammar profiles of five key lexemes of children's personal grammar inventory khotet' (want), smotret' (look), lyubit' (love), mama (mom), and mashina (car) on the material of three balanced corpora representing children's speech, adult oral speech, and digital discourse. The article has revealed systemic differences in the functioning of grammatical forms in the personal grammar inventories of the three different linguistic personality types. Children's speech is characterized by underdeveloped abstract categories, functional syncretism, and egocentric orientation, which finds its expression in the predominant use of verb forms. And the activity-centered nature of language acquisition is manifested through the active construction of grammatical forms. Adult oral speech demonstrates a differentiation of grammatical tools: distribution of forms becomes more balanced, and the verbal paradigm expands through the increased use of past tense forms, infinitives, and plural forms, providing opportunities for reflection and expression of group identity. Conversely, the digital grammar inventory demonstrates functional specialization: reduction of certain forms with the dominance of communicatively relevant constructions and use of innovations. Grammatical lacunae serve as a significant indicator of this transformation: in children's speech, they mark unacquired grammatical categories, while in digital discourse, they reflect a shift of communicative norms. The findings can be used in ontolinguistics, discourse theory, and linguodidactics. Exploration of the grammar profile opens up new vistas for the diagnostics of speech development and investigation of transformations of the linguistic personality. The study demonstrates that grammar profile can be used as an effective tool for investigating the personal grammar inventory, which is a dynamic system that adapts to the cognitive and communicative needs of the linguistic personality.
The relevance of the research lies in the exploration of the phenomenon of the "mining factory civilization" and its artistic interpretation in Russian literature of the late 19(th)-early 20(th) century. The term was introduced by the Perm scholar P. S. Bogoslovsky in the 1920s and originally referred to the Urals region. However, it is important to note that, due to accelerated modernization processes in Russia at the turn of the 20(th) century, there emerged new industrial regions where peculiar sociocultural complexes formed. These regions developed their own industrial identity, often similar in appearance to the indigenous Ural one. The emergence of the topic of factories and plants in the all-Russian context was largely facilitated by publications in the capital's periodicals, primarily in the magazine "The Russian Wealth". Those were mostly documentary and journalistic genres: essays, articles, and notes by public figures, economists, and lawyers, and sometimes short stories. The aim of the article is to analyze the ways of representation of the industrial world of Russia at the turn of the 20(th) century in the context of that epoch. To achieve this aim, the authors selected practical research material from 144 issues of the magazine "The Russian Wealth" over the period 1895-1906, as well as from publications in the journal "The Russian Thought" and the newspaper "Pravda" of the same period. The article focuses on little-known works of different authors: "At the Factory" (From a Notebook) (1899) by A. S. Serafimovich, "Factory Sketches" (1903) by V. K. Izmaylov, "Sketches of Factory Life" (1905) by P. S. Timofeev (Remezov), and "On the Factory Street" (1898) by V. M. Mikheev. The texts of Ural writers such as A. S. Pogorelov and P. I. Zayakin-Uralsky serve as a natural supplement to the all-Russian context. The scientific novelty of this article lies in comparing these works and identifying the differences in the authors' approaches to the factory themes. Whereas A. S. Serafimovich, V. K. Izmaylov, P. S. Timofeev, and V. M. Mikheev largely confine themselves to sketches of new industrial reality, Ural writers imbue the theme with a unique historical perspective, rendering "mining factory civilization" a significant phenomenon not only in the history of Russian industry but also in its literature.
. The article analyzes the strategies of spatial modeling in the creative works of the classic ofAustrian literature of the Biedermeier period, Adalbert Stifter, drawing on the short-story collections "Studien" ("Condor", "Abdias", "Brigitta", "The Bachelor", "The Forest Path"), "Colourful Stones" ("Tourmaline"), the novel "Indian Summer", and the essay collection "Vienna and the Viennese". The aim of the study is to identify the functions of the principal types of space characteristic of Stifter's oeuvre as a whole and to reconstruct their interrelations within the aesthetic structure of the texts. Special attention is paid to the micrological mode of nature description, conceptualized through the metaphor of "bee-like memory" and characterized by meticulous detail, seriality, and a non-hierarchical organization of observation. The complex research method combines typological analysis of literary space, close reading techniques, as well as elements of phenomenological and ecocritical approaches. The analysis demonstrates that cultivated landscapes (gardens, arable land, parks) appear as forms of realized utopia in which ideals of harmony and order are materialized; recurring natural elements and serial spaces produce a sense of epistemic disorientation, expressing the limits of human cognition and the complexity of interaction with the surrounding world; enclosed interiors symbolize decline, stagnation, and social isolation of characters; panoramic perspectives foreground a specific mode of world perception by revealing the existential significance of events that are outwardly insignificant, while transitional spaces-such as forests, snow, and the sea-function as ontological thresholds urging the characters to experience spiritual transformation and involving them in a multilayered historical and ontological context. Stifter's strategy of spatial modelling is thus defined as an organization of space through "micrological description" based on repetition and slowed perception, shaping the relational structure of observation. Landscapes, roads, houses, and transitional spaces function as repositories of history and experience which materialize and accumulate human actions. This demonstrates the affinity between Stifter's poetics of space and contemporary ecopoetics, aesthetics of contemplation and phenomenological perception, and underscores the relevance ofhis creative work for interdisciplinary research.
. The article reviews two books published to mark the 250th anniversary of Jane Austen, a classic of English and world literature: a volume of her letters entitled "A Collection of Important Trifles" and the novel "Miss Austen" by J. Hornby. The former represents the first Russian edition of the English writer's letters, while the latter is a novel by a contemporary English novelist, chronicling the fate ofAusten's epistolary legacy. It is noted that the style ofAusten's letters is distinctly similar to that of her novels, which is also masterfully recreated in "Miss Austen". It is shown that the novel is based on documentary evidence and recounts the life of Austen and her sister, Cassandra, the main person in her life, who published the novelist's epistolary legacy after her death. The reviewer states that the books under analyses partially compensate for the existing shortage of scholarly and popular literature in Russian devoted to the life and creative activity of Austen. The books will be of interest to scholars specializing in English literature and to the numerous Russian admirers of the talent of the English novelist.
The article examines the specific features of intergenerational translation of values as a process of conveying sociocultural value-based views from the older generation to the younger one in children's fiction. It analyzes the interaction between linguistic units of different levels and stylistic devices, and looks at the specificity of their combination with other semiotic systems. The series of works "Deniskiny rasskazy" by V. Dragunsky serves as the source of practical research material for the study. The research methods include linguocognitive analysis, critical discourse analysis, content analysis, and linguopoetic analysis of the literary text, which makes it possible to identify the ways of representation of the modes of relationships in the family, as well as the rules of behavior and moral values that form the basis of the ideological system of the then society. The results obtained allow the researchers to conclude that the way of translating values depends on the moral and ethical beliefs and properties of the adults. Family discourse is evaluative in nature in matters concerning such basic aspects as respect for the personality, human value, sensitive attitude to the feelings of others, justice and honesty. Different evaluators (father, mother, relatives, neighbors, fellow travelers) demonstrate behavior patterns that contribute to the formation of the child's idea of the world around him / her as a place where help and mutual respect, honesty, achievements in sports and study are approved. The type of value translation (explicit / implicit) and the form of expression (verbal / non-verbal) reveal the beliefs, moral and ethical attitudes of the adults. The study has examined the ways adults verbalize evaluative judgments and the accompanying descriptions of kinesics, prosody, and manifestations of feelings and emotions of the characters. In the material under analysis, the values that are translated by the adults and, respectively, are placed in the focus of the child's attention, refer to such spheres as the sphere of ethics and the sphere of practical use.
. Interlingual lexical interference has long been an object of scholarly research. It is well documented that when learning a foreign language genetically related to the learner's native language, increased levels of cross-linguistic interference can occur. From this perspective, interlingual homonyms represent particularly high-risk lexical items, as their formal similarity may lead to incorrect mapping between form and meaning. Embedding models capture distributional differences in language use and broader semantic associations. In the present study, static embedding models (fastText and MUSE) and a deep embedding model (OpenAI) were applied to a dataset of Russian-Slovak lexical pairs consisting of interlingual homonyms and translation equivalents (150 items in each category). Based on similarity patterns observed across the models, a five-level typology of interlingual homonymy was proposed (evident-risk, hidden-risk, medium-risk, conceptual-risk, and asymmetric-risk). The predictive potential of the model was tested on a sample of 46 Slovak learners of Russian as a foreign language. A consistent correspondence between model-based risk predictions and learner performance was observed. Lexical items classified as high-risk produced significantly higher error rates among learners, and an asymmetry between productive and receptive tasks was also observed. The results suggest that embedding models may serve as an empirically grounded tool for supporting vocabulary learning in closely related languages.
. The article explores the key parameters of the oral subcorpus of the Russian heritage language, the process of collecting and processing of speech material, and a discussion of the current notation system. The objective of the corpus is to work out a representative presentation of the oral speech of French-Russian bilinguals, containing manifestations of interlingual interference, linguocreativity, as well as phenomena associated with the development of oral speech. The study employs the methods of analysis, synthesis, observation, generalization, classification of speech facts, comparison, as well as the method of auditory analysis. The practical research material for the corpus was collected using the active method of targeted interviewing according to a specially designed program. The methods of interview and questionnaire were also used in the course of the research. The article examines the composition of the informants, provides a description of the collected data, describes the methods of collecting it and the algo rithm of the experts' work, works out the general principles and specific rules of transcribing spoken speech, suggests a classification and means of marking pauses, speech failures (filled hesitation pauses, breaks, splitting, false start, self-correction, unfinished speech act), etc. Particular attention is paid to the phenomena characteristic of bilingual speech: spontaneous borrowings, language code switching, and word-formation innovations. The study has revealed that the developed system of marks is capable of qualitatively conveying the specific features of heritage speech, but additional research is required for a more detailed description and classification of spontaneous borrowings, language code switching, word-and form-formation innovations, and deviations from the language code, as well as replenishment of the inventory of metatextual insertions. The corpus under construction is intended to become a resource for studying the speech behavior of "non-standard" speakers and expanding ideas about the heritage language as a special form of existence of Russian. The materials of the corpus may be of interest to researchers in the field of language theory, cognitive linguistics, psycho-, socio-, ethnolinguistics, ontolinguistics, bilingual studies, and may also be in demand for solving applied problems, in particular in linguodidactics, since identifying deviations from the speech norms can help improve the methods of teaching Russian abroad.
The article analyzes the problem of linguistic description of internal states in the context of lexical and grammatical conceptualization. The study focuses on the material of predicatives which are interpreted by the author as a hybrid semanticofunctional class of words including the category of state, as well as nominal predicative lexemes and some meanings of the words of various parts of speech. The aim of the work is to show the theoretical prerequisites of such conceptualization and the possible ways of expressing the semantics of internal states in the language. The descriptive-analytical method, accompanied by elements of statistical analysis and lexicographic description, is the main research method in the article. The study is based on the texts of classical and modern Russian-language fiction, including online literature, data from the National Corpus of the Russian Language, explanatory dictionaries, as well as examples of word usage registered in the live speech of native speakers and Internet materials. The problem of internal states conceptualizing is presented as a kind of spiral movement: language uses lexical and grammatical means to form a stable class of states, and the text generation mechanisms, including the "speaker's grammar," conceptualize such units as syncretic. This applies to both experiential states within the framework of the canonical category of state and beyond and evaluative predicatives with the semantics of perfect evaluation. Thus, internal states are described as a phenomenon constructed by language according to certain models and formalized as a lexico-grammatical class (category of state / predicative). The sphere of states as a phenomenon of language (and not mental reality) involves (primarily due to the influence of grammatical transformation mechanisms) various peripheral types of meanings, primarily evaluative names and predicatives with a perceptual and/or evaluative semantic component. The data obtained make it possible to clarify the conceptual and grammatical characteristics of a class of predicatives of the Russian language, as well as the semantic classes of "states" and "properties / qualities". The results of the study make a definite contribution to the semantic typology of predicates and can be used in teaching courses of modern Russian literary language, as well as in conducting special courses in functional grammar and cognitive syntax.
The research object of this study includes S. D. Krzhizhanovsky's language game word in the aspect of its generation, taking into account the initial communicative intention of the writer to foster active interaction between the literary text and the reader. In this regard, the problematic field of the paper is connected with the identification of the leading receptive strategies in Krzhizhanovsky's novella "The Unbitten Elbow" (1927), which create a system of artistic techniques for involving the recipient in a dialogue with the language game text. In accordance with T. A. Gridina's postulate of the essence of the language game text as a work of fiction in which language game performs the plot-forming and semantic functions, the novella is considered as a work that requires the recipient to decode the inherent meanings by identifying and interpreting the language game codes, characteristic of the writer's idiostyle. The plot of the novella, which develops in a satirical vein, represents a fantastic implementation of the game-based transformation of the Russian precedent phrase "The elbow is close, but you can't bite it," (equivalent in its meaning to the English idiom "so near and yet so far") which is included in the title. The author's provocative strategy is based on the principle of "estrangement". It deepens the associative content of the title of the work by triggering the reader's presupposition, which includes "recognizing" the prototype of the language game word and decoding the metonymic transfer, which is based on Krzhizhanovsky's characteristic method of personifying a part separated from the whole. The occasional-constructive strategy involves the creation of a nest of derivatives of the keyword-image, which organizes the artistic space of the novella, and which becomes the bearer of stereoscopic meanings in the plot projection of the text. The highlighted receptive strategies of the author represent the most productive methods of involving the reader in the process of decoding of the writer's intention. In the artistic world of Krzhizhanovsky, these methods imply multidimensional interpretation based on the level of cultural and speech competence of the recipient. This study can serve a basis for experimental verification of the formulated suppositions, which presupposes correlation of the writer's receptive strategies, setting the vector of the reader's reception, and the strategies for decoding game-based implications, directly used by the recipient in the perception of the language game text.
The article explores the convergent potential of parcellated constructions in I. Abuzyarov's novel "KHUSH. The Novel of One Week". The research object includes parcellation as a syntactic mechanism for organization of a literary text and its ability to enter into systemic interactions with lexico-stylistic and syntactic means. The aim of the study is to systemically identify and describe the convergent potential of parcellated constructions in the language of fiction, and to single out the active convergent models and their functions, taking into account the thematic content and the ideological-compositional originality of the artistic whole. The methodological basis is made up of descriptive-analytical, distributive and contextual methods, as well as elements of stylistic and literary analysis, which allow considering the functioning and convergent potential of parcellation both at the level of a separate fragment and on the scale of an artistic whole. The study has found that parcellation functions not only as a means of intonational-graphic separation of an utterance but also as a structural-semantic mechanism of meaning-based focusing, psychologization of narration and conceptualization of artistic space. Parcellated constructions possess a pronounced convergent potential and systemically interact with lexico-stylistic and syntactic means of various nature. It has been revealed that convergence models form a hierarchically organized system in which the complication of structural configuration is accompanied by an increase in semantic and pragmatic load. Two-component models provide local expressive accentuation, three-and four-component models form the imagery-semantic multilayered structure of a fragment, five(-)-eight-component constructions acquire the status of a text dominant and participate in the formation of the leitmotif structure of the work. The increasing structural complexity of the models correlates with the deepening of the thematic-ideological content of the novel and the development of the author's conception. Convergence is a key mechanism of text organization, ensuring the unity of the structural, imagery and conceptual levels of the work of fiction. The results of the study expand the understanding of the functional potential of parcellated constructions and syntactic convergence in modern fiction and can be used in the theory of literary text, stylistics and practice of philological analysis.
. The article proposes the concept of a lexicographic-type study guide (LTSG) for the discipline "Lexicology" of the English language theory course in the framework of students in the direction 45.03.02 "Linguistics". The project is considered as actualization of accumulated professional and research resource of a young specialist, the project's author, during the period ofhis studies at bachelor's and master's programs. The relevance of the research is conditioned by the necessity to improve the process of teaching the language for special purposes (LSP): the formation of accumulative innovative potential in linguistics students, on the one hand, and the modernization of the main means of teaching, on the other hand. The aim of the article is to substantiate the concept of the LTSG on English lexicology, containing the learner's ideographic dictionary of terms as an effective means of professional training of linguistics students and as a realization of accumulative and innovative resource of a young expert. The scientific novelty consists in creating an original concept of study guide, in which a three-block presentation of the material on English lexicology. The theoretical block provides information about the subject and lexical patterns of the English language. The lexicographic block contains a dictionary in which the ideographic arrangement of the material reflects the system of knowledge about a given subject and categorical and conceptual relations of lexicological terms. The practical block consists of specially designed exercises aimed at developing the ability to use this dictionary, mastering terms, consolidating theoretical material, and applying theoretical knowledge in practice. The interaction of linguistics, lexicography and linguodidactics testifies to the interdisciplinary approach to the presentation of the material necessary for professional study. Of particular importance are the macro-and microstructure of the ideographic dictionary, which are based on the provisions of ideographic lexicography and terminography, as well as the needs of dictionary users-students of linguistics, professionally studying English. The results of experimental training confirmed effectiveness of this teaching tool, which is designed to solve the problems of professional and research communication of future translators, English teachers and scientists. Thus, the accumulated experience of training allows young scholars who have gone from bachelor's and master's degrees to postgraduate studies to successfully create grant-funded innovative projects including the development of digitally supported teaching aids that integrate academic and research activities according to the principle of sequential formation: learning and cognitive -> linguistic and professional -> research competencies.
. The article presents the first detailed analysis of the little-studied fact of Gorky's scientific biography related to the almanac "Soviet Country", published from 1927 to 1929. The aim of this article is to study Gorky's work as editor of this almanac, which reflected the writer's vision of creating multinational Soviet literature. Today, in an era of the in-depth study of national eth-noses, research into Gorky's role in updating the almanac "Soviet Country" could significantly enrich the history of the literatures of the peoples of Russia and countries outside Russia-the CIS countries. The research methods employed in this article combine a comparative historical approach with an integrated approach, which, in addition to literary criticism, involves the related disciplines such as history, sociology, anthropology, ethnography, and others. This integrated approach allows filling significant gaps in the understanding of the literary movement of the 1920s and 1930s. Beginning with 1928, Gorky's work aimed at creation of the multinational Soviet literature took on practical nature: he began to reorganize the almanacs "Soviet Country" and "Taiga and Tun-dra". The writer wanted to combine them into one almanac "Soviet Country" ("Literature of the Peoples and Tribes of the Union of Soviets"), but this project was not crowned with success. The magazine ceased publication in 1929 after the 3 (rd) issue. The last at-tempt to revive the magazine edited by A. V. Lunacharsky was undertaken in 1931; Gorky took part in the formulation of the new concept for the magazine, but this plan was not realized either. Previously, ineffective principles of the magazine's management were said to be the main reason for the failure. The documents show that the main factor was the national question, which had become more acute due to the political situation. The forced collectivization and dispossession of the kulaks in the late 1920s and early 1930s led to an increase in class struggle and interethnic strife.
. Problem statement. Distance learning has become widely popular in teaching Russian as a foreign language (RFL), which allows educationalists to individualize and intensify the learning process and to create a comfortable environment that ensures its effectiveness. Distance learning is realized without face-to-face interaction between the student and the teacher and is characterized by a high dependence on the students' motivation and self-discipline. Its effectiveness is subject to both external and internal motivation, the formation and fostering of which need the creation of motivationally oriented learning environment, including distance courses. The aim of this article is to describe the experience of designing a distance learning course based on J. Keller's motivation model. A review of the scholarly literature on the topic of research has revealed approaches to the description and typology of motivation. This article focuses on the theories and models that are relevant for designing motivationally oriented distance learning courses. Methods and materials. The study employs the method of analysis of domestic and international sources on issues of fostering motivation to learn Russian as a foreign language and the method of summarizing experience of creating a motivationally oriented educational environment. The research material includes scholarly and methodological literature and a beginner-level distance learning course of Russian as a foreign language developed at Krasnoyarsk State Pedagogical University named after V. P. Astafiev. Research results. Using the RULAC platform as an example, the article demonstrates the potential for motivational design of a distance learning course. Drawing on the structure of J. Keller's motivation model, the study describes the means of formation and fostering of learning motivation used in teaching Russian as a foreign language. In the course of a preliminary survey, the study has revealed motives of integrative and instrumental motivation, which were taken into account in designing the educational content and in modeling the course structure. The core of the RULAC distance course was made up of standardized SCORM packages with multimodal material presentation, including visual aids, audio components and textual accompaniment, and thematic vocabulary blocks with phonetic prompts and cultural contexts. This allowed creating of an educational environment facilitating comfortable and effective assimilation of theoretical knowledge, and the development of practical skills necessary for the realization of the communicative needs in everyday and socio-cultural spheres of interaction. The main elements of J. Keller's motivation model are realized in the RULAC distance course at the level of its structure and content. For instance, the modular structure of the course makes it possible to attract and retain learners' attention, and provides the opportunity to build an individual educational trajectory. The correlation of the learning material with the requirements for proficiency levels in Russian as a Foreign Language (RFL) creates the necessary conditions for learners to experience satisfaction with the results achieved. Conclusions. Designing a distance learning course based on J. Keller's model allows the teacher to take into consideration the following aspects essential for the formation of learning motivation: to attract and keep student's attention throughout the entire learning period, to create the conditions for understanding the importance and significance of learning, to maintain self-confidence, and to stimulate satisfaction with learning outcomes.
The article deals with the characteristics of supernatural attribution models in M. A. Bulgakov's novel "The Master and Margarita." The aim of the study is to identify the models of causal attribution of the supernatural in the worldview of the characters of "The Master and Margarita" and to determine the role of these models in revealing the philosophical problems raised in the novel. The theoretical and methodological basis of the study is made up of the postulates of the cognitive literary studies (A. Palmer, L. Zunschein, D. Herman) in combination with the attribution theory (F. Heider, B. Weiner, R. Nisbett). According to this approach, the reader not only recognizes motifs but also completes mental processes, forming cause-and-effect relationships between the inner states and actions of the characters. The literary text is considered primarily as a representation of the mental life of the characters. Causal attributions in the consciousness of the characters are considered a key factor in constructing the narrative that structures the plot more powerfully than external events. Thus, narrative comprehension is viewed upon as reconstruction of causality, distribution of motifs, and construction of mental models. The research methodology is based on the description of four attribution model parameters: locus of causality (inner and outer), stability (stable or unstable cause), controllability (controllable or uncontrollable cause), and truth (true or false attribution). The unit of analysis is represented by a separate utterance of the subject of attribution, which contains an explanation of the cause of an event / behavior (including indirect explanations in remarks, inner speech, and authorial remarks if they serve an attributional function in the character's worldview). The study has identified six main models of causal attribution of the supernatural in Bulgakov's novel: "Overwork", "Mental Disorder (Hallucination)", "Espionage (Machinations of Enemies)", "Accidental Coincidence", "Hypnosis (Trick)", and "Influence of Otherworldly Forces". Contrasting these models of causal attribution based on their key parameters is a crucial means of exploring the novel's philosophical themes, which are based on a complex system of cause-and-effect relationships encompassing moral, religious, existential, and psychological themes: confrontation between good and evil, search for the truth, creative self-realization, and issues of ethical choice and retribution.
The article analyzes the representation of the image of Don Juan in the Russian poetry of the Silver Age through paratextual elements (titles, epigraphs, subtitles, dedications and notes) that function as an interpretive frame. The image of Don Juan in European culture combines two key motifs: this hero appears as a seducer of many women and as a mocker, mocking the dead and receiving deserved retribution. In the works of the writers of the 17th-19th centuries who turned to this image, attention is focused either on Don Juan's amorousness or on the inevitability of retribution, depending on the author's communicative intention. It has been found that the senior symbolists (K. Balmont, V. Bryusov) used the image of Don Juan as a cultural archetype, the passionate nature and legendary sinfulness of whom resonated with their ethically indifferent attitudes. Blok's (young symbolists') reflection on the eternal image is axiologically complicated: it already contains an ethical assessment of the "traitor"-hero, leveling his values, cultivated in previous symbolist images. The plot of Blok's poem, condensed in its title, singles out the final pointe from the literary myth, and for the first time introduces the idea of inevitability of punishment for "promiscuity" in the symbolic text. The acmeists (N. Gumilyov, A. Akhmatova) introduce the idea of personal and meta-historical responsibility into the myth: in their works, the image of Don Juan is associated with the motif of punishment, redemption and struggle with fate. At the same time, the paratextual components, especially in the later works ofAkhmatova, refer both to the area of classical texts about Don Juan and to the developments of this theme by the symbolists. In conclusion, it is proven that the proposed discourse analysis has revealed that the "frame text" performs the following essential functions: a) pragmatic-as a mechanism for tuning in to the horizon of reader expectations, b) cross-cultural-as an independent carrier of intertext; c) framing-as a semiotic frame that forms a semantic program for interpreting the eternal theme, allowing readers to compare the symbolist and acmeistic mythopoetics.
. This article examines project-based work in literature and its role and importance in training Olympiad participants. It describes four literary projects tested within the framework of literary Olympiad programs at the Sirius (Sochi) and Vzlet (Moscow Region) education centers: a Literary Advertising Campaign (2018), an Auction of Literary Items (2022), the Tolstoy Universe website project (2020), and a Festival of Fictional Theaters (2023). The article provides technical specifications for each project, analyzes student performance, and contains examples of children's achievements. The primary goal of the study is to identify the range of skills and habits that are developed through project-based work and to correlate them with the competences required by the students to complete Olympiad assignments at the regional and final stages of the All-Russian School Olympiad. Thus, an advertising campaign project for a real estate agency or the Talon restaurant required schoolchildren to examine the subject matter of certain literary works and the cultural context of the era, and to pay attention to the author's semantic accents in the description of a house or the menu of a literary character. The preparation of literary material for the Festival of Fictional Theaters required "translating" prose text (texts by Gogol, Saltykov-Shchedrin, and Pushkin were offered) into characters' lines and author's stage directions, thereby helping to understand the specificity of representing events in epic narratives and dramatic texts and scenarios. The creation of Tolstoy's website required arranging heterogeneous materials (diaries, works of fiction, research materials, photographs, educational assignments, educational mini-lectures, elements of by-lateral interaction with site visitors, etc.) in a unified semantic space. The analysis showed that project work helps develop the skill to quickly process large blocks of information, conceptualize it, select what is necessary and sufficient and discard what is unnecessary or unreliable, organize data to solve a given problem, integrate it into new literary and cultural contexts, consider the expectations of the target audience, and find compelling arguments in support of one's own position. All these skills are crucial for a student's success in a literature Olympiad.
. Nowadays, the communication tools (computers, smartphones, the Internet, etc.) constitute an inseparable part of the life of society. Their emergence caused the transition of many traditional mass media (newspapers, magazines, etc.) to the digital format. It became a prerequisite for the breakthrough development of media discourse, which, due to its spread, is one of the most influential types of discourse, often determining the language policy of not only media but also the state as a whole. It was language policy that stimulated the interest of researchers in linguopragmatic neutralization which is a significant socio-cultural and linguistic phenomenon facilitating effective communication and achievement of social balance. Despite the fact that the language means of media discourse quite often represent occasional and artificially formed utterances, scholars often register their usualization and transition from the media discourse sphere to the spheres of official and everyday communication. Nevertheless, the typology of analysis of the lexical units in the context of the phenomenon of linguopragmatic neutralization is insufficiently represented and is a promising and poorly studied problem, since there are practically no tools for their classification in modern linguistics. The aim of this study is to identify the most productive ways of forming oppositions of linguopragmatic neutralization of modern English-language media discourse. The practical research material incorporates a corpus of 2021-2024 media texts, formed via continuous sampling and analyzed by methods of definitional, functional and contextual analysis, critical discourse analysis and semantic interpretation. The analysis has revealed the most productive ways of forming lexical units that make up oppositions in the context of the phenomenon of linguopragmatic neutralization of modern English-language media discourse. It should be noted that such lexical units contribute to solving issues related to the systematization of the typological characteristics of this phenomenon. The author believes that the results of the study make a definite contribution to the investigation of linguopragmatic neutralization, and also allow predicting with a certain degree of probability the appearance of new lexical units that can be used in media discourse.
