The purpose of the paper is to point out some theoretical problems concerning the so-called textual inclusions, with their deep intertextuality and ability to generate new texts. Such approach gives a new impetus to outlining the ways of their possible role in the derivational mythological history, semiotic cultural memory and traditions. The cognitive aspects of these texts are analyzed, the chain links are constructed. Much attention is paid to the classification of the different types of the intertextual inclusions, specifically emphasizing their role in changing and reframing the reader’s cognitive system. The paper allows the author to take into account the interdisciplinary aspect of the cognitive linguistics linked with other interdisciplinary sciences.

This paper gives an insight into the major outcomes of the 2019–2023 MSU research project on investigating mediation as a language-and-culture bound communicative mode and as a new objective of modern tertiary language education in Russia. Mediation skills are thought to be of primary importance for the Russian academic elite’s intercultural communication in the world facing the war of values in which the academic elite is expected to act as a promoter of the dialogue of cultures and civilizations, able to preserve cultural heritage and counteract modern cultural vandalism, cultural imperialism and the policy of cancel culture whenever the latter happen to be in society. The paper starts with some introductory notes on the importance of the 21-st century terminology changes in language pedagogy because of a paradigmatic shift from traditional language skills as objectives of language education to 4 modes of communication (reception, production, interaction and mediation). It discusses the outcomes of the 2016–2021 international research projects on updating CEFR descriptors and on sharing pedagogical experiences in teaching and evaluating mediation skills. The author finds it necessary to rethink these research outcomes with a focus on the needs, objectives and training content of mediation education for different types of learners or trainees (MD / PhD students, PhD researchers of different ranks) and offers a linguodidactic vision of establishing a framework for a) teaching master’s degree students and PhD students to mediate a text & b) teaching university researchers/teachers to mediate concepts and to mediate communication. This conceptual framework is based on the 2018–2022 research results of several studies carried out to identify MD and PhD students’ needs to act as mediators in international academic settings, the needs, readiness and abilities of Humanities scholars to act as pluricultural mediators while participating in international scientific & educational communication.

The article presents the analysis of the research in the field of informatization of linguistic education. At the Faculty of Foreign Languages and Area Studies (FFLAS) Lomonosov Moscow State University within the framework of the declared direction two research projects are performed. On the one hand, theoretical foundations for the development of tutoring institute in the national e ducation system as a key condition for successful digitalization of the educational process are being developed; on the other hand, methods of implementation of the latest technologies, including those based on and using neural networks and artificial intelligence (AI), are being piloted. The article names the lecture, special and interfaculty courses offered by the FFLAS, as well as two master’s and two supplementary programs aimed at the formation of professional information and communication competence of all participants of the educational process.

The article examines the problem of interlanguage idiomaticity from the translation studies perspective. The concept of idiomatic translation is clarified; such type of translation is viewed as a process of inter-language transfer of the original semantic and pragmatic content, which follows the lexical, lexical-grammatical, pragmatic rules for the compatibility of linguistic elements in the target language and takes into account the selectivity of this language in expressing the complex meanings of language units. The article summarizes the possibilities of overcoming translation literalism and inter-language interference. It is shown that the concept of idiomatic translation embraces both the implied-meaning relationships between the source and the target messages (their equivalence, genre-stylistic, sociocultural and pragmatic correspondences) and the form of expression in the target message which is to adhere to the usage conventions of the target language. Using the example of the Russian translation of George Orwell’s essay “The Prevention of Literature,” the author analyzes translation solutions for the selection of inter-language correspondences for syntagmatically related units of different types (idioms, clichés, collocations) that require idiomatic ways of expressing complex lexical and lexical-grammatical meanings by means of the target language. Particular attention is paid to the problem of expressing context-dependent and evaluative connotations of idioms and collocations in the process of idiomatic translation.