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The article examines cultural standards of modesty in the Russian and Chinese languages. The study is based on dictionaries and text corpora of two languages. The purpose of the work is to determine universal and nationally specific features in the formation of cultural standards of modesty in the Russian and Chinese languages. The object of the study is modesty as a traditional value of Russian and Chinese linguistic cultures. Modesty is encoded using cultural standards that reflect the essential features of modesty as a sociocultural value that characterizes Russian and Chinese cultures. The study found that in the Russian language, modesty, which is predominantly gender-based, is mainly associated with the image of a girl (woman). Modesty as a universal human quality is realized contradictorily: 1) “the modesty of a hero, a real person” and 2) “the modesty of a quiet, timid, dependent person.” In Chinese linguistic culture, “modesty” occupies a strong position, and its “standard” implementation, determined by the ideas of Confucius, is an integral part not only of etiquette, but also the worldview of the Chinese. In the Chinese language, the “standard” implementation of modesty, defined by the ideas of Confucius, is an integral part of etiquette. The Chinese modesty system is associated with natural objects and plant images that are of great importance to Chinese culture. The results of this study can be used in lexicographic practice and in teaching Russian and Chinese languages.

The article examines the ethnocultural features of the teacher’s image, identified on the basis of the analysis of linguistic data of the Russian and Chinese languages. The study was carried out on the material of dictionaries and text corpora of the two languages. The purpose of the work is to determine the general and national-specific features in the formation of the teacher’s image in the Russian and Chinese languages. The object of the study is the definitions of the words eacher / female teacher in the dictionaries of the Russian and Chinese languages, as well as comparisons, proverbs, sayings, precedent statements about the teacher in the Russian and Chinese linguistic cultures. National-cultural coding of the teacher’s image also occurs with the help of a number of cultural standards that differently reflect the dominant features of this concept as a socio-cultural value characterizing Russian and Chinese cultures. The study revealed that in Russian the words teacher and female teacher differ in their evaluative and value-based conceptualization. By established tradition, education in contemporary Russian schools is predominantly associated with the image of a woman, that is, the female teacher. In Chinese culture, the teacher in gender terms is traditionally often described as a man, a noble man. In Chinese culture and its linguistic reflection, the image of the teacher occupies a strong, unshakable position, determined by the ideas of Confucius. In Russian linguoculture, the image of the teacher receives additional connotations due to socio-economic factors. The results of this study can be used in lexicographic practice and in teaching Russian and Chinese.