Articles

The search for a new word for the name of a political, social or cultural phenomenon is the essence of the communication process and the development of the language as a whole. But in each area of intellectual activity, this process has its own characteristics, depending on the cognitive, stylistic or cultural postulates of each discourse. In the conditions of non-rigid boundaries between the objects of scientifi c fi elds of study, the intensity of interdiscursive interaction increases, during which a figurative, metaphorical comprehension of reality makes it possible to identify new, previously unexplored facets of the objects being compared. The process of finding similarities and differences between the phenomena studied is at the heart of scientific activity, in its language, in which there is inevitably a stage of “approximate meaning” of the concept before it takes shape in the form of a term. The spontaneity of oral speech, variability and verbal creativity in the broad understanding of these phenomena contribute to the emergence of new lexical formations — quasi-terms. The epistemological value of a quasi-term consists in the absence of the need for its clear definition. Changing the context entails the appearance of terminological analogues and quasi-terms. The subject of this research is the quasi formant in natural science, philosophical and cultural discourses, its grammatical, semantic, stylistic features in Russian and French. The purpose of the article is to compare the semantic and pragmatic qualities of the quasi–formant, to consider its discursive variant, to show its heuristic potential for interdisciplinary interaction.

The article is devoted to the specifi cs of teaching foreign languages to Chinese students in a Russian university. The purpose of the study is to identify and rationalize the linguistic and cultural features of teaching the French language and culture. According to a common point of view, representatives of diff erent cultures are characterized by diff erent forms of strategic thinking (Vyach.Vs. Ivanov, A.I. Kobzev, L. Levy-Bruhl, K. Lévi-Strauss, Yu.M. Lotman B.N. and others). Traditionally, several types of thinking are distinguished: a synthetic, eastern one, which is characterized by asymmetry, imagery, symbolism, and an analytical, western type of thinking (its features are logic, algorithmic, conceptual, systematic). These features infl uence the stereotypical scenarios of intercultural interaction, including the process of teaching foreign languages. The article analyzes some basic principles of educational and pedagogical communication in the Chinese cultural tradition and considers modern technologies for teaching foreign languages, refl ecting national educational traditions. Possible diffi culties for students are analyzed on the example of diff erences in the systems of French and Chinese at all structural levels (phonetic, lexical, morphological and syntactic). To conclude, it is necessary to take into account not only signifi cant diff erences in languages of diff erent structure in the learning process, but also the diff erence in methods of learning foreign languages, due to nationally specifi c features of speech behavior, cognitive strategies and culture in general.

The aims to study the interaction of two factors — hybridity and border — on the example of language education and functional multilingualism. The theoretical basis of the work is the concept of L.V. Shcherba on the relationship of language education with many other disciplines. It is established that the phenomenon of hybridity is associated with the idea of overcoming boundaries, mixing, in the field of language education, with the heterogeneity of students representing different countries and regions; belonging of students to different cultures, including educational ones. It is also connected with hybrid forms of education — full-time and distant learning; the concept of bilingual and multilingual teaching of foreign languages and cultures. It determines the relevance of the topic in terms of cultural and methodological aspects. Taking into account the works of N.V. Baryshnikov, N.I. Gendina, M. Causa, D. Marsh it is shown, that the use of a multilingual format mobilizes the resources of several languages that are in a situation of functional complementarity; it develops functional plurilingualism which is supporting an integrated system of communication. The condition for this is the systematic change of codes, or languages, in order to master and transfer the content of a particular discipline (translanguaring). The concept of information literacy (littératie / literacy) is considered, which implies the use of information resources in foreign languages, including digital ones, in order to educate a person who speaks several languages and has several sources of information. The question is raised about the results of the transfer of knowledge and concepts in a multilingual context and about the quality of the formed knowledge: integrated or disintegrated.

This article discusses designing and developing an innovative version of a digital textbook for teaching foreign languages. The main difficulty at the moment lies in the creation and design of the online learning environment of educational institutions, which implies the availability of relevant online materials, in particular, electronic textbooks, which are fundamentally diff erent from those used in the traditional form of education. Only specially prepared educational materials, requiring signifi cant intellectual, time and material investments, help to overcome many difficulties and increase the efficiency of the process of teaching and learning of foreign languages remotely. The article discusses the structure, general principles of designing an e-textbook, analyzes the digital and pedagogical technologies that are most often used to create this digital learning tool. The form of information presentation, educational interaction, task formats, types of control and assessment in a digital textbook are different from printed publications. Therefore, when designing a digital textbook, it is necessary to take into account requirements extending to the content of an e-textbook (methodological); the design (pedagogical design or ergonomics) and the technical features of an e-textbook. Particular attention is paid to the methodological principles that determine the quality and eff ectiveness of the content of an e-textbook. Developed in accordance with modern methodological requirements, the content will allow the teacher to implement a student-centered approach, provide individualization and diff erentiation of learning, taking into account the abilities of the student, apply the so-called adaptability of teaching aids, which is impossible when using a printed counterpart.

The article is dealing with the main traditions of education in Russia. These traditions have been developing over a long historical period and are still living. The process of acquiring knowledge in Russia has some specifi c national features. Education has always been under the guidance of the state. Consequently, the main initiative for reforms in this area has always been directed from above. The education in Russia has always been based on the idea of patriotism — not for personal benefi t only, but rather for the good of Russia. Otherwise it would lose its main purpose. The main idea in Russian education has always been to bring up a worthy citizen, to provide students not just with certain knowledge and skills, but rather some moral principles.

It has become customary to give the translator’s name on the front page of both fiction and non-fiction books, as well as in journal, newspaper and magazine articles. It is only fair that translators should take their rightful place in dictionaries of quotations next to the authors of memorable phrases, many of which would have never crossed the borders of their native linguacultures without the aid of a talented translator. The Oxford Dictionary of Quotations (ODQ), Bartlett’s Familiar Quotations (Bartlett’s) and Konstantin Dushenko’s dictionaries of quotations were analyzed as the most authoritative and popular representatives of British, American and Russian traditions in the field of lexicographic fi xation of memorable utterances. The study revealed the specific approaches of each tradition to the inclusion in the dictionary of foreign-language material, to presenting it in the original language or in translation, with the name of the translator or anonymously. Among the key factors determining the lexicographers’ choice are the epoch when the quoted texts were created, the language they were written in, and their functional and stylistic properties, as well as the position of the dictionary compiler/editor, the personality of the translator, and the prospective user of the dictionary. In the Russian dictionaries, the proportion of anonymous translated quotations, especially literary quotations, is lower than in Bartlett’s, and signifi cantly lower than in the ODQ. In addition, the Russian dictionaries often include several translations of the same quotation with the names of their authors, which is rarely the case in Bartlett’s and completely absent in the ODQ.

The paper deals with the issue of decoding and functional characteristics of such stylistic device as pun or play of words in a literary text, paying special attention to one of its main subdivisions — paronymic attraction. On the extensive linguistic material (more than 600 pages) the most important decoding stylistic functions of this phenomenon (such as evaluative, expressive, characterizing, etc.) have been identifi ed, and the initial hypothesis that paronymic attraction may be closely tied up with all the language system levels, not only phonetic, has been proved. Besides that, the role of communicative, informative and expressive functioning of this stylistic device was established not only in the humouristic literary texts, but in the most serious political discourses as well.

The article discusses the concept of cultural transmission. The language is considered as one of the tools for the transmission of values from one generation to another. The work is based on the materials of dictionaries and the National Corpus of the Russian Language. The research confi rms the thesis about the existence of fundamental culture codes, which manage its language and perception schemes. Understanding the signifi cance of cultural codes makes it possible to form and develop a national cultural identity, which contributes to the implementation of cultural transmission. Special attention is paid to identifying linguistic areas of concentration of cultural meanings. In the course of the study, it was found out that the internal form of the word and evaluative vocabulary open up great opportunities for establishing cultural-specifi c meanings hidden from direct observation. The meanings of words containing a subjective component allow us to formulate some laws of “naive” ethics. The use of words with evaluative semantics indicates the moral rules of the society or reveals their violation. The article also shows how values are refl ected in the formation of the ethnic style of communication. This work is deeply connected with such topical questions as the national and cultural specifi city of connotations, the means of their lexicographical representation, the decoding of speaker’s value system.

The article is devoted to the study of French phraseological units with the component loup (wolf) and to the consideration of classification principles, which allows for the fullest disclosure of the associative potential of animalrelated phraseological units. The sources for the study include the dictionaries of the French language by V.G. Gak, Tresor de la Langue Francaise, etc.; and works of fiction (e.g. Lafontaine, Maupassant, etc.) as well as popular scientific literature (e.g. Buffon) that influenced the collective ideas of the French. The theoretical basis of the study was provided by the works of G.G. Molchanova, L.I. Bogdanova, G.G. Sokolova, N.D. Arutyunova and others. The article proposes a four-stage classification that allows us to identify the meanings of the mentioned phraseological expressions taking into account 1) references; 2) evaluative characteristics (general evaluative and particular evaluative); 3) functions (identifying and qualifying); 4) the direction of metaphorical transfer (animal → human/ phenomenon and human → animal). The results of the study showed that most of the associations are based on the biological features of the loup/wolf and its behavioural characteristics; many phraseological phrases have negative or neutral evaluation and perform a qualifying function. All examples with the phraseologism loup (wolf) illustrate the transfer of features from an animal to a human or phenomenon, the reverse transfer was not revealed.

The article is devoted to the study of the timbre nature of syntactic units in poetic and journalistic texts based on modern theoretical and linguistic concepts. The focus is on the relationship between rigid predicative structures and flexible superphrasal rhythmic-syntactic unities. 

The purpose of the article is to analyze the role of rhythm as a mediator between the local and global timbre of the text, and to show how rhythmic patterns (“rambling”, “grading”, etc.) can act as a framework for timbre build-up. The authors analyze in detail the minimal unit of syntactic interaction — syntaxeme — as functional module that sets the step of timbre evolution. Within the framework of a four-level analysis (grammatical, logical-conceptual, epistemic, and emotional-expressive), the “shock zones” of timbre are identified and it is shown how syntactic deviations — inversions and parenthetical introductions — create windows of plasticity within rigidly formed grammatical constructions. 

In addition, it is shown how in journalism these techniques form a polyphonic timbre that combines rhythmic fractionality with expressive density. The authors of the article propose to consider timbre as an indicator of text coherence, depending on the consistency between the rhythmic structure and syntactic organization. Based on the theoretical works of Russian linguists, the authors build a dynamic model of the text, where timbre becomes an analytical marker of structure, expression and semantic coherence. A universal scale for assessing the timbral architecture of a text is also proposed, which helps to take into account all the necessary components for deep timbral analysis.

The article deals with some aspects of deliberate modification of the source text in the process of interlingual transference. It is noted that such interference may be due to a variety of reasons. Linguistic (or translation-related) aspects resulting from discrepancies between the source and target languages— and manifested through different types of translation transformations—are recognized as practically inevitable. Quite often it becomes necessary to employ techniques aimed at eliminating various types of lacunae that reflect the ethnocultural specificity of the original. A certain role may also be played by subjective factors related to the translator’s personal characteristics, which may lead to a significant alteration of the original text’s content.

In those cases where interference in the text during translation is motivated by ideological reasons (in the broad sense of the term), it is advisable to distinguish between ‘indirect’ (public) and ‘direct’ (official) censorship. Formally, the former is a private initiative of individuals or groups without the executive powers; the latter is implemented by special institutions, and their decision has the directive authority. At the same time, the official censors must follow the existing instructions and are responsible for their decisions, whereas those who speak as if from themselves are not constrained by such considerations, and their demands regarding translations may therefore be even more hardline. At the same time well-known are the cases of ‘censorial paradoxes’ in relation to translated literature, when foreign texts that were not in line with official ideology were nevertheless legally published.

The article examines the pedagogical grammar of the German language, “German Grammar” (“Nimetskaya Grammatika”), created by Professor I.A. Heym — a scholar, encyclopedist, public figure, and educator who taught at Moscow Imperial University in the late 18th and early 19th centuries — for students of Russian Imperial gymnasiums and the Free Noble Boarding School. Th e study aims to identify the distinctive features of the book’s structure and content, uncover the language teaching principles reflected within, and analyze the usage of grammatical terms and definitions in both Russian and German. It has been established that I.A. Heym’s work applies several general and specific didactic principles typical of grammar textbooks from that period: systematic presentation of grammatical material, clarity, consideration of the learners’ native language, and an intercultural approach to learning. The abundance of grammatical terms and their definitions is recognized as a significant characteristic of pedagogical grammar as an academic textbook. The article provides examples of terminologization and examines terms whose meanings and forms differ from modern grammatical terminology, highlighting its dynamic nature. The author’s emphasis on clear explanations of grammatical phenomena is evident through the use of various types of definitions (generic-specific, enumerative, non-specific, etc.). Examples of unsystematic definitions and variability in the translations of grammatical terms are viewed as natural indicators of the formation and development of the conceptual and terminological framework of Russian and German grammars, as well as the emergence of early 19th century prototypes of academic textbooks.

The article investigates the role and functions of English in the contemporary Russian hip-hop dance discourse. Although there is a raft of research focusing on the functioning of the English language within the landscape of hip-hop culture, hip-hop dance omasticon in Russia has not been analyzed or classified so far. A qualitative analysis and further classification of 335 proper names, denoting Russia-based international hip-hop contests (held in Moscow, Reutov, Yekaterinburg and Sochi in 2025) as well as dance studios and solo artists that participated in them, demonstrate that it is Russian English that is being utilized in the 90% of cases of the examined proper names. The key recurrent translingual practices based on the bilingual interplay of English and Russian languages, such as graphic, semantic, lexical and grammatical hybridization, nativization, and acculturation, are identified and described. Russian English is viewed as a vehicle of identity construction that is not aimed at projecting Western popular culture but rather at manifesting Russian culture. Hence, it targets primarily Russian speakers of English in Russia instead of international community.

The article examines ethno-tourism as a promising tool for revitalizing the traditional culture of Russia’s indigenous small-numbered peoples. It analyzes key regions of ethno-tourism development in Russia (Kamchatka Krai, the Republic of Sakha (Yakutia), Yamalo-Nenets Autonomous Okrug, etc.), as well as its main forms. Special attention is paid to the role of indigenous communities themselves in managing tourism projects, which is crucial for sustainable development and preservation of their cultural authenticity. The article explores the risks of commercialization and standardization of ethnic heritage, as well as international experience (using Canada as an example) in regulating ethno-tourism. In conclusion, measures to mitigate negative impacts are proposed, including policy regulation and the active involvement of culture bearers in designing tourism programs.

The article examines the terminology introduced by M.V. Lomonosov in geosciences and the stylistic features of his natural science works as applied to the practice of teaching foreign languages at the Faculty of Geography of Moscow State University. M.V. Lomonosov, the founder of Moscow University, is a unique person that had the features of a public figure, scientist, historian, poet, artist, philosopher. His scientific heritage covers natural sciences and humanities. The teachers of the Department of Foreign Languages for the Faculty of Geography conduct “Lomonosov lessons” in classes of English, French, German, Spanish. Students give talks on various aspects of the scientific activity and biography of the famous Russian scholar. While preparing presentations students acquire relevant vocabulary, practice public speaking in foreign languages, and master translation skills. In addition to topics directly related to the activities of M.V. Lomonosov in the field of geography, our non-philological students are very interested in talking about Lomonosov, as philologist, especially about his development of Russian scientific and technical terminology and the formation of a style of scientific speech. This article presents the topics of the “Lomonosov lessons” at the interface of geography and philology. The attitude of M.V. Lomonosov to Russian and foreign languages is considered, and his high appreciation of the qualities of the Russian language is explained. The article discusses the origin and application of geography terms based on the study of Lomonosov’s scientific works in the field of various disciplines of Earth sciences, as well as techniques for creating geographical terms. The article analyzes excerpts from some of Lomonosov’s scientific works, where along with a neutral style of presentation there are examples of his original use of terms in metaphorical meanings. and other expressive stylistic means. The results of the study are applicable in the practice of teaching foreign languages to non-philological students.