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.
