The relevance of the study is in the need to find effective forms of work with lexical units in teaching foreign languages under the conditions of the changing educational environment. The system of teaching vocabulary in the educational-methodical complex “New Souvenir 1” oriented at adult learners (level A1-A2) is characterized. The specificity of this complex consists in the variability of presenting teaching material: paper version (textbook, workbook, guidebook) and online version for distance lessons. The aim of the study is to describe the methodology of working with vocabulary in Russian as a foreign language classes, which is equally effective for face-to-face and online lessons in groups of adult Tanzanian learners. The methods of analysis, systematization, description, generalization, and experiment were applied. The materials of the study were paper versions of the Russian Souvenir series and its revised, updated and improved analog of 2024, called New Souvenir 1 . The described system was tested in groups of adult English-speaking learners during intensive Russian language courses in Tanzania (2023, 4 groups of 10 people). The experiment revealed that classes with the use of the “New Souvenir 1” teaching method can be effective both in distance and face-toface learning; learning new words in class helps learners to memorize new vocabulary and facilitates in homework, high repetition of the learned vocabulary and its minimization contributes to the assimilation of the learned lexical material. At the end of the course, the students successfully completed the final test, which checked not only the learned vocabulary, but also its use in speech activity (speaking, writing, reading, listening). The authors proved that the system of work with lexical material in the educational-methodical complex “New Souvenir 1” contributes to the effective learning of vocabulary in the course of Russian as a foreign language in groups of English-speaking (Tanzanian) students.

At present, a key role in teaching English is played using TED Talks video materials. They provide ample opportunities to develop and improve students' speech skills and ability to understand English in an engaging and informative way. The study aims to assess the impact of using contemporary media content from TED Talks on improving the effectiveness of training management students in English-language monologue speaking. The presented experimental results confirm the efficiency of teaching English-language monologue speech to university students with the use of the Ted Talks video hosting platform.

Статья посвящена исследованию концепта «менеджмент» в разных лингвокультурных средах, сопоставительному анализу содержания понятия «менеджмент» в межкультурной коммуникации. Описываются концепт «менеджмент» в русской лингвокультуре с его особенностями в смысловом наполнении и передача этих смыслов средствами языка. Актуальность работы связана с объектом исследования, концепт «менеджмент» носит интернациональный характер, отражен в разных национальных языковых сознаниях, где приобретает те или иные национально-специфичные черты, обусловленные как собственно языковыми, так и экстралингвистическими факторами. Этот концепт является относительно новым для русской лингвокультуры, его межкультурное сопоставление представляет интерес для исследований в области межкультурной коммуникации, теории и практики перевода, лингвокультурологии, этнопсихолингвистики. Условие функционирования концепта - современная лингвокультурная ситуация - подчеркивает значимость настоящего исследования. Материал исследования (тематические и семантические словари русского языка, Национальный корпус русского языка, Британский национальный корпус и Национальный корпус современного американского языка) рассматривался с использованием следующих методов: метод сплошной выборки, метод частичной и направленной выборки, описательный метод, включающий методы наблюдения, интерпретации и генерализации, лингвокультурологический анализ, компонентный, контекстуальный и концептуальный анализ, словообразовательный и этимологический анализ. Результаты исследования позволили выявить особенности концепта «менеджмент» в русской лингвокультуре на фоне других лингвокультур (английской, американской, китайской, вьетнамской, итальянской и иранской). Английское слово «менеджмент» в русской лингвокультуре получило широкую сочетаемость, обусловленную активностью его использования в языке, по сравнению с китайской, вьетнамской, итальянской и иранской лингвокультурами, где данная лексема преимущественно ограничивается бизнес-коммуникацией. The article studies the concept “management” in different linguistic and cultural environments, presents a comparative analysis of the content of the concept “management” in intercultural communication. It describes the concept “management” in the Russian linguistic culture with its peculiarities in the semantic content and the transfer of these meanings by means of language. The relevance of the article is connected with the object of the research: the concept “management” is international, it is reflected in different national language consciousness where acquires certain nationally specific features caused by both proper language and extralinguistic factors. This concept is relatively new for Russian linguistic culture, its intercultural comparison is of interest for the research in the field of intercultural communication, translation theory and practice, cultural linguistics, ethnopsycholinguistics. The conditions of the concept functioning - the modern linguistic and cultural situation - emphasizes the significance of the present research. The material of the research (thematic and semantic dictionaries of the Russian language, Russian national corpus, British national corpus and national corpus of the modern American language) was studied with the help of the following methods: a continuous sampling, a partial and directed selection, a descriptive (containing methods of observation, interpretation, generalization) method, linguistic and cultural analysis, component, contextual and conceptual analysis, word-formation and etymological analysis. The results of the research allow to reveal the features of the concept “management” in Russian linguistic culture on the background of other linguistic cultures (English, American, Chinese, Vietnamese, Italian, and Iranian). The English word “management” in the Russian linguistic culture has received a wide compatibility due to its active use in the language, compared with Chinese, Vietnamese, Italian, and Iranian linguistic cultures, where this lexeme is mainly limited to business communication.

Modern conditions of the labor market development require the training of specialists in the tourism industry of a new generation who are capable of constantly updating knowledge, using innovative approaches to professional activity, and designing personal growth through non-formal education. The purpose of the study is to analyze the influence of organizational and methodological factors of learning using an educational platform on the personal aspects of passing a massive open online course (MOOC). The article substantiates the relevance of using educational platforms for training specialists in the tourism industry on the MOOCs posted on them. An empirical study of the influence of various characteristics of educational platforms and MOOCs on the interest of specialists in the tourism industry, as well as on the perceived usefulness of using educational platforms to improve their professional level, has been carried out. It has been proved that various organizational and methodological factors of learning using an educational platform have an impact on such personal aspects of the perception of MOOCs by potential listeners as interest in passing MOOCs and the usefulness of MOOCs.

This article considers terms “methodology”, “method”, “approach, “technology” and “technique” in thei linguodidactic meaning. The definitions given by a number of scientists (E.I. Passov, L.V. Moskovkin, T.I. Kapitonova, A.N. Shchukin, I.L. Bim and others) are compared in this article and is offered a general understading of the terms mentioned above. Authors of this article set the relation between those concepts by uniting the element of L2-tea-ching in one system. This article might be interesting for scientists and meth-odologists in the area of linguadidctics.

This article is written in line with new directions of modern linguistics – linguistic personology, cognitive linguistics, cultural linguistics, linguistic conceptology. The authors consider the basic concept of linguistic and cultural type as a typical linguistic personality of a recognizable representative of a specific ethnic and social group. The subject of the article is the linguistic and cultural type "Russian emigrant", which is a hyponym for the popular linguistic and cultural type “emigrant” and a hyperonym for the key linguistic and cultural type “Russian émigré writer” in the linguistic culture of the Russian emigration. The article presents the linguistic and cultural type “Russian emigrant” as a frame ethno-specific concept, verbalized in the works of Russian émigré writers of the first and second waves. The material of the research, therefore, is the literary texts written by Russian émigré writers in the 1920-1940s. Fragments of works by two hundred authors containing a description of the linguistic and cultural type "Russian emigrant" are analysed. The article describes the conceptual component of the specified linguistic and cultural type, its nuclear (including neutral names and figurative nominations that are synonymous with the name of the linguistic and cultural type in the studied works) and peripheral (composed by figurative comparisons) zones. The associative and evaluative component of the linguistic and cultural type "Russian emigrant" is characterized. The article can be of interest for researchers dealing with the problems of language and culture, ways of verbalization of cultural phenomena in national linguistic cultures.

The authors investigated the mechanism of interconnection of ideas of global constitutionalism as a social concept with social reality, denoting the socio-historical conditions of its origin and development. The article proves that emergence and development of the social concept of global constitutionalism is due to a set of socio-economic, socio-political, historical and legal conditions that, in their interrelation and interdependence, determined the main features of this social concept, as well as the forms and stages of its implementation in the social reality of national societies and states as well as internationally. These conditions for the emergence and development of the social concept of global constitutionalism can be classified into a number of stages: the stage of the formation of the social concept of global constitutionalism, the definition of its system-forming features and the formulation of global democratic values; the stage of creating international and supranational political and legal institutions acting as unified control centres of regulation and control, which consists in the forcible export of values of constitutional democracy on a planetary scale.

The article is devoted to one of the consistent patterns in the development of Russian extraoccupational colloquial lexis—creating specialized words and expressions on its base. A brief explanation of the term “extraoccupational colloquial lexis” is given, extraoccupational colloquial and terminological lexis are differentiated, the essence of terminologization in the Russian language is described, the preference of the notions from extraoccupational lexis in forming specialized terminology in the aspect of its reception by a representative of Vietnamese culture is rationalized. As a result, the authors define the key problems of studying extraoccupational colloquial lexis: the possibility of expressing special notions with the help of only extraoccupational colloquial lexis; the importance of cyclic world view and the context of social progress in language development, including term formation on base of extraoccupational colloquial lexis.

Modern linguistics pays special attention to the reflection of the culture in language and the right interpretation of these processes by students. A.B. Afanasieva claims that “the main objective of education has been redefined at the beginning of the XXI century. The centrist paradigm of knowledge was replaced by cultural, creative and competency paradigms”. However, researchers still note the lack of optimal methods and technologies that facilitate the acquisition of this multifaceted cultural phenomenon. Jinliang Zhang writes: “since no language can exist in a cultural vacuum, and since no two cultures are exactly identical, second or foreign language learners will inevitably encounter cultural confrontations on their learning route”. We agree that difficulties in perception of ethnoculture during language learning relate to its complexity as a phenomenon. For example, foreign learners of Russian have a period of time when they must get necessary knowledge about the reflection of the real world in the language, including national character, folk genres, ethnographic details of Russian life, national and religious symbols, communicative taboos and so on. The article represents ethnocultural peculiarities in teaching Russian for foreign learners. Attention is given to the term “ethnoculture”. It is an important constituent in the history of national development which indicates the necessity to account for it while teaching Russian to foreign students. The knowledge of ethnoculture helps to form the linguistic identity of a foreign student and build interest in language and culture.

The article describes the procedure of modelling an image of a country during linguistic and cultural analysis of an artistic text. The authors evaluate the importance of modelling images in teaching foreign philologists. The materials of the research are poems of a Russian emigre writer V.F. Hodasevich which were devoted to Italy. The relevance of the topic in the aspect of teaching Russian as a foreign language is stipulated by the following factors. Firstly, Russian emigre literature is often included as a special course in educational programs for foreign students. These texts are always interesting for foreign students, mainly because they reflect the realia of students' native linguistic culture. It is necessary to use these texts in the educational process and help students find the specifics of country images in them. These texts increase motivation to learn the Russian language. Secondly, cultural relations between Russia and Italy have been developed since the XV century. The image of Italy can be regarded as traditional for Russian culture; it is characterised as archetypical, and scientists define it as "Italian myth" in Russian linguistic culture. Thirdly, Russian emigre literature creates a specific image of Italy, which, as well as images of other host countries, is included in the image of alien, combined and at the same time opposed with the image of own, contains features of foreign and native space. This shows the importance of understanding the image of Italy for foreign students to get a deep knowledge of Russian linguistic culture. (C) 2020 Published by European Publisher.

The authors of the article deal with the problems associated with the implementation of the program adopted by the Ministry of Education and Science of the Russian Federation. This program is aimed at creating favorable conditions for providing vocational training for disabled students. According to the program, vocational training courses should be adapted to the special needs of persons with disabilities so that they can receive education and become full members of society. These students also need equal opportunities for development and self-fulfillment. Since this program is international and it is accepted worldwide, the courses of Russian as a foreign language should also be adapted to the special needs of people with disabilities. The authors of the article claim that it is important to use a linguoculturological approach to teaching Russian as a foreign language to disabled students. Another reason why this approach should be applied is the fact that it is hard for students with disabilities to travel around the world. Since a linguoculturological approach is based on applied linguoculturology and country studies, it gives foreign students an opportunity to get a better idea about the country and native speakers. This approach increases the role of the linguistic and cultural aspect in teaching Russian as a foreign language. Under these circumstances the vocational training programs for students with disabilities should be constantly improved.

The article is devoted to the consideration of the national character of the Russian and Serbian peoples, the description of the ethnopsycholinguistic portrait of the Serbian youth studying Russian as a foreign language. To compare the mentality of the two peoples, surveys were conducted in the Russian and Serbian speaking audience, the materials of which are presented in the work. Naturally, in the conditions of autonomous functioning of the Russian and Serbian languages, the analyzed changes occurred, including semantic shifts, which gradually differentiated two once similar languages. From a theoretical point of view, it is important to trace the evolutionary processes of the two languages, which will make it possible to determine the concept of the formation of the analyzed languages on the basis of their functioning in previous eras. Our concept can be used in the study of interlanguage contacts in contiguous and non-contiguous territories, since these or other linguistic phenomena are known to be universal, in each case differing in their

The problem of the relationship and interaction of language and culture has become central in science emerged in the middle of the last century at the confluence of sociolinguistics, ethno-linguistics, linguistic country studies, cultural studies – cultural linguistics. Main tasks of modern cultural linguistics are reflecting national consciousness in the language, verbalizing cultural objects by means of the language, transmitting valuable cultural categories in lexical meanings of words. To describe problems of language system functioning in a certain historical period and on a certain territory, one should refer to the concepts of a language situation, a linguo-cultural situation that are constantly developing, therefore, they can be characterized as stable or dynamic and represent a static time period of a certain linguistic culture that forms next similar periods. In studying the linguo-cultural situation it is important to consider linguo-cultural concepts, i.e. multilayered, multidimensional structures, including ideas, emotive, historical, etymological components, specified by objectivity and historical conditionality. As Slyshkin reasonably points out, “not every real phenomenon of reality can form the basis of the concept, but only the phenomenon which becomes the object of evaluation”, therefore the axiological component is a significant component of the concept. The connotation of a concept is realized only in discourse, a wide context, since only under these conditions lexical units that verbalize the concept get an additional - connotative - component of their lexical meanings. The specifics of the linguo-cultural concept lies in the fact that it is recognized as a cultural object.

The article attempts to identify the stylistic functions of Greek origin vocabulary in Russian-language texts. The material of the study are selected works of the poet of the second quarter of the XIX century, Alexei Khomyakov as one of the founders of Russian philosophical thought and the Slavophil movement. The method of continuous sampling of the text selected Greekism, found in the poems of the author, regardless of the time of their penetration into the Russian language. Using contextual analysis revealed their expressive functions. Particular attention is paid to the cultural function of Greek vocabulary as a translator of Hellenistic and Byzantine cultures that have had a significant impact on Russian culture.

The paper considers national and cultural specifics of a biblical idiom 3Muu-uckycume pi b (Old Serpent, lit. tempting serpent) that reflects the concept of snake characteristic of the Russian people in the context of Chinese linguistic culture. After analyzing the symbolic meanings of the zoonym snake in Chinese context, the authors revealed that this idiom is absent in Chinese, as the concept of tempter that the snake has in the Russian linguistic culture is absent in Chinese linguistic and cultural tradition. Meanwhile, temptation is one of the dominating anti-values of the Russian linguistic culture. The obtained results showed difference in semantics of the snake zoonym and idioms including this component between the representatives of Russian and Chinese culture due to an active influence that the culture exerts onto the national language. In Chinese tradition, the image of the snake has both positive and negative connotations. It is defined by symbolism of the totem animal that is genetically related to a dragon, which is reflected in many Chinese chengyu. Often, the attributes of insidious, cruel, evil and greedy animal are highlighted in the image of a snake. However, connotations of a tempter are absent in the Chinese phraseology. The materials of the paper may find practical application in teaching the Russian phraseology to foreign audiences, including the Chinese one. (C) 2019 Published by Future Academy www.FutureAcademy.org.UK

The article studies the issues of rock culture as a specific open discourse system being a part of the Russian national culture. The article aims to identify the most promising ways for comprehensive analysis of this phenomenon in the context of modern humanitarian knowledge. The terms "cultural studies", "discourse", "synthetic text", and "rock text" are specified. The article addresses a rock text and rock poetry at the present stage of humanitarian knowledge development; components determining the nature of the rock text compared to other poetic texts; a method that can describe the rock text as a complex synthetic phenomenon. The research purpose is to study the Russian rock culture in terms of modern humanitarian knowledge. The following methods were used: comparative, integrated, statistical, and linguocultural analysis. The article concludes that the rock work is closely associated with poetry, melody, musical rhythm, vocal, audience factor, and stage behavior. It can be considered as a synthetic phenomenon. The rock text cannot be interpreted and studied within narrow disciplines. Its nature and configuration cannot be the subject of individual scientific disciplines. Such large-scale, developing, holistic cultural phenomenon can be studied only within cultural disciplines with their specific methods. In particular, linguoculturological and culturological methods can be combined to study this phenomenon. (C) 2019 Published by Future Academy

Arising and active development of innovative information channels, forming net thinking, require non-standard forms of presenting material in mass media. One of the solutions to this problem is increasing the number of creolised texts not only in electronic, but in printed media as well. Such texts containing verbal (heading, subscript, text comprising of more than one sentence) and non-verbal (image, scheme, table, font, colour) parts are widely spread in mass media because they allow the reader to precisely understand the author's intention and the intention can be expressed in an implicit way. Such texts correspond to mass communication general trends towards information visualization, raising the effectiveness of the text impact on audience thanks to double coding, compact presentation of the material. These are the reasons of growing scientific interest in creolized texts in psychology, literature studies, linguistics, journalism. However, the terminology of the scientific sphere is not conventional: different terms "creolized text", "semantically complicated text", "polycode text", etc. are all used in similar meanings in scientific papers. The authors of the article characterize terms used in Russian and foreign articles and monographs, assess their frequency and semantic scope. The specific features of creolized texts are pointed out, different types of such texts depending on metagraphic and iconic sign systems included in them are described. We distinguish three phases in reading such texts (preliminary stage, organised perception, final stage) and the role of visual and verbal components in the process. By the example of caricatures we show the importance of background knowledge for adequate decoding of creolized texts. Linguistic and cultural universals are an optimal source of objects whose meaning is evident to the representative of a certain culture. This makes the creolized text decoding easier in linguistic culture of its origin. On the other hand, texts based on linguistic and cultural universalia (realia, idioms, homophones, homographs, etc.) present extra difficulties for non-natives. The material of the research is caricatures of the late 20th - early 21st centuries by A.Merinov. Each of the caricatures is based on a certain linguistic and cultural universal.

Competence approach is used in modem methodology of teaching to evaluate the quality of educational attainment of graduates. Key notions here are competence (requirements to the students' skills and knowledge, the description of these skills and knowledge) and expertise (results of learning). The article studies one of the ways of increasing effectiveness of forming literary competence which is one of the main components of a communicative competence of a foreign philologist. Foreign philologists deserve special attention, because it is their work that mainly defines relation to Russia, Russian culture, language and literature abroad. Foreign philologists have to be good at analysing an artistic text, because text is a basic methodical unit in teaching any foreign language at an advanced level, and artistic texts are one of the most important kind of authentic texts at the lessons of Russian as a foreign language. The authors propose analysing an artistic text through the linguistic personality of their authors. The teaching material in the article is the poem by Igor Severyanin "Predvoskresenje" [Before resurrection]. The article presents a system of pre-reading, while-reading and post-reading activities oriented at pointing out the specifics of verbal-semantic, cognitive and pragmatic level of Igor Severyanin's personality. This system allow to read the poem not as a separate poem, but as production of the author's personality and historical epoch, this way to see the deeper sense of the test. (C) 2019 Published by Future Academy www.FutureAcademy.org.UK

The paper considers national and cultural specifics of a biblical idiom змий-искуситель (Old Serpent, lit. tempting serpent) that reflects the concept of snake characteristic of the Russian people in the context of Chinese linguistic culture. After analyzing the symbolic meanings of the zoonym snake in Chinese context, the authors revealed that this idiom is absent in Chinese, as the concept of tempter that the snake has in the Russian linguistic culture is absent in Chinese linguistic and cultural tradition. Meanwhile, temptation is one of the dominating anti-values of the Russian linguistic culture. The obtained results showed difference in semantics of the snake zoonym and idioms including this component between the representatives of Russian and Chinese culture due to an active influence that the culture exerts onto the national language. In Chinese tradition, the image of the snake has both positive and negative connotations. It is defined by symbolism of the totem animal that is genetically related to a dragon, which is reflected in many Chinese chengyu. Often, the attributes of insidious, cruel, evil and greedy animal are highlighted in the image of a snake. However, connotations of a tempter are absent in the Chinese phraseology. The materials of the paper may find practical application in teaching the Russian phraseology to foreign audiences, including the Chinese one.