Tomsk State Pedagogical University Bulletin

The article is devoted to the description of the language structure from the standpoint of structural-systemic and functional linguistics. It is proposed to distinguish between the system, function and set of rules that collectively ensure the communicative suitability of the language: elements of vocabulary sets are combined in speech according to certain rules in order to create new expressive means. The systemic pole of the language is static and stereotypical: it includes vocabulary elements structured in a hypo-hyperonymic way. The area of hyperonymy indicates the condensation of the semantic feature in the core of the vocabulary set, and hyponymy indicates its dispersion to the periphery, where there is a zone of overlap with other thematically related fields. Hyponyms clarify the general meaning of the hypernym and represent a tree-like branching (rhizome) that forms the onomasiological structure of the field. The system is determined by the formula L = A + S, where L (langue – system), A is a limited vocabulary set (symbol of mathematical logic) and S is the structural organization of the incoming elements. The functional pole of language is dynamic and has its own structure, built in the logic of aggregation (from smaller to larger): expressive means are enlarged to registers of expressive-semantic coloring, registers form genres, genres are built into styles and functional styles, whose ‘five-petal’ makes up the functional repertoire of language. The varieties of repertoire are determined by various kinds of restrictions associated with the variation of language: social (acrolects, basilects, metalects), territorial (dialects, koine), professional (sociolects, professiolects) and historical (historiolects, adstrates). The function is found by the formula {E}A1 U (mathematical operator of unification) {E}A2 = expressive means. Speech combination of expressive means that increase the applicativity of language is carried out in accordance with the rules that are structured not only by the levels (tiers) of language (phonetic, morphological, lexical and syntactic), but also in accordance with the rhetorical (stylistic) and pragmatic schemes of the composition of means. Due to this, it is proposed to abandon the obsolete term ‘grammar’ and replace it with more appropriate ‘rules of language’. The findings can be used both for purely theoretical needs and in the practice of teaching and organizing language training.

Currently, professional language awareness is in the field of close attention of Russian linguists. Scientists are interested in the content of images of professional linguistic consciousness of people of different professions, including military specialists. This article is devoted to the description of the specifics of the professional linguistic consciousness of Russian-speaking (Russian) and foreign-speaking (foreign) military specialists from near and far abroad who master the academic military educational discourse. The practical significance of this research is related to the possibility of using the results obtained when reading courses on the study of linguistic consciousness, professional linguistic personality. The purpose of the article is to describe the specifics of the professional linguistic consciousness of Russian-speaking and foreign-speaking military specialists based on a comparative analysis of the obtained associations of three focus groups. The research material was the data obtained as a result of the analysis of the conducted free associative experiment. The respondents were Russian-speaking and foreign-speaking (Kazakhstan and Mali) students of the Military Academy of the General Staff of the Armed Forces of the Russian Federation. These military personnel study at the same military educational institution according to the same educational programs, however, foreign-speaking students are distinguished not only by belonging to different cultures, including professional ones, but also by their level of proficiency in Russian (Kazakh military specialists − C1, Malian military specialists − B2). The lexical units “Service” and “Collection”, which capture significant concepts of academic military educational discourse, were chosen as incentive words. As a result of the study of the associative potential of the listed stimulus words, the peculiarities of the representation of lexical units in the linguistic consciousness of military specialists were revealed. Data analysis has shown that professional linguistic consciousness is formed under the influence of native culture. It was also proved that the level of language proficiency, knowledge of professional culture, determines the worldview of the professional personality of a military man, while the profession determines the common core of the world model, as evidenced by the data obtained during a free associative experiment.

The medical myth in the sacred text realizes matters concerning the knowledge about diseases and methods of their treatment. The medical myth is a complex phenomenon that arises as a result of interaction of people within a certain linguocultural community and influences its norms and values. The purpose of this study is to describe the genre specifics of medical myths in the sacred text of the Torah and to consider their plot and thematic content. The relevance of the study is due to the fact that the genre features of the medical myth in the sacred text have not yet become the object of the research. The theoretical significance of the work is determined by the fact that the results of this study contribute to the study of the genre features of the medical myth in the sacred texts of various religions. The practical significance of the work lies in the potential application of the research into the genre features of the medical myth in practical classes on the stylistics of the English language, devoted to the analysis of the semantic and meaningful space of the medical myth and its metaphorical representation in sacred texts in English. The proposed research methodology is as follows: 1) analysis of the genre features of the medical myth as a complex archetypal complex; 2) description of the typology of the medical myth in the sacred text of the Torah, which represents its genre features, using metaphorical framing. The typology of medical myths in the sacred text of the Torah is as follows: the myth of the epidemic of the disease, the myth of the snake bite, the myth of surrogate motherhood. These myths can be described using metaphorical framing. The analysis shows that the genre features of the medical myth as a complex archetypal complex are characterized by figurativeness, which is reflected in the emblematic features of this myth. Mythological figurativeness, firstly, is manifested in archetypal events in the medical myth, which arose on the basis of archaic beliefs about illness as a result of the action of evil spirits. Secondly, the myth shows the sacredness of the activities of mythological heroes, creating a mythological picture of the world that is not limited in time. Thirdly, the archetypal plot cliché unites the semantic and meaningful space of the myth and it is its valuesemantic core.

The study examines proverbs that represent the situation of olfactory perception from a linguocultural perspective. The relevance of the work is determined by the following factors: the active development of linguistic sensory studies and linguoculturology, which focus on humans and how they interpret the facts of the surrounding reality; the interest in folklore texts that allow for the reconstruction of folk representations of the world; and the possibility of integrating the research into the scientific context and expanding the understanding of the semantics of olfactory perception and its national-cultural specificity in folk sayings. The aim of the study is to investigate the literal and figurative meanings of lexical units that objectify the situation of olfactory perception in proverbs and to identify the linguocultural information they contain. The research material consists of proverbs from V.I. Dal’s collection “Proverbs of the Russian People”, which verbalize the situation of olfactory perception. The analyzed corpus of folk sayings comprises 66 units. The study employs methods such as the descriptive method, component and contextual analysis, and semantic analysis. The research demonstrates that olfactory verbs in proverbs realize both literal and figurative, culturally conditioned meanings. In folk culture, verbs such as sniff, sense, smell, stink, emit a smell are associated with unpleasant odors and are used to characterize individuals, their negative traits, social status, and various life situations. The verbs sniff, stink, smell emphasize a person’s low social status, occupation, and objectify qualities such as duplicity, cunning, and aggression. The verbs sniff and sense highlight the discrepancy between a person’s desires and their capabilities. The verbs smell and reek – serve as markers of something bad or illegal. In folk consciousness, negative things tend to leave traces and persist in memory for a long time. The verb smell verbalizes the categories of “life” and “death”, objectifying the idea that the approach of certain events (often negative) is accompanied by olfactory signs. The verb sniff denotes not only the perception of smells but also the experience of need and deprivation. This verb is associated with the manifestation of caution.

The study of means and methods of speech influence remains a pressing issue for various areas of communication, since at all times it is important for a person to have an effect on interlocutors and be understood. Lexical means have special pragmatics, given their various nature and basic character for transmitting information and influencing the addressee. The modern digital age is no exception, although the range of communication tools used has expanded significantly due to new information and computer technologies. The anthropocentrism of the modern scientific linguistic paradigm, the insufficient study of the information and influence potential of new media genres, new communication channels and communication formats that are implemented in the Telegram channel, determines the need to study the media discourse of the leading Telegram channel that has an impact on the mass audience. Despite the existing studies devoted to media discourse and the means of exposure on it, the issue of means of influence in the media discourse of leading Telegram channels remains insufficiently studied. These factors determine the novelty of the platform and its specificity, which requires separate analysis. The purpose of the article is to identify and analyze the main means of influence used in the media discourse of the leading Telegram channel, as well as to determine their effectiveness and impact on the mass addressee. The article examines two public open Telegram channels – “I am in chalk” and the Telegram channel – “Button”. The study is based on the use of speech influence theory, methods of content analysis, discourse analysis, semiotic and comparative analysis of channels. An algorithm for analyzing Telegram channels has been developed, which is relevant for studying the pragmatics of the speech influence tools used by the presenter. It includes the following parameters: 1) content and structure: a) channel purpose and choice of strategy; b) publication format; c) sections/headings; d) key topics; 2) sociology of the channel, the relationship between publication formats; 3) analysis of means of influence: a) stylistic features and type of speech; b) vocabulary in terms of usage, active/passive vocabulary, expressive-stylistic marking; c) visual accents of the text; d) interactive elements; 4) analysis of the audience’s reaction to publications (comments, reposts). The study found that using a variety of media, such as emotionally marked text, visual elements and interactive formats, significantly increased audience interest. The most effective approaches were those that combined text with visuals and interactive elements. Visual elements, including images, videos and infographics, are of consequence in attracting attention and improving the perception of information. It has been established that posts with visual content receive more views and audience reactions compared to text publications. Posts that have, in addition to text messages, various visual content, enjoy greater attention and interest from users, and have more views. Audience activity increases if the author uses dialogue and appeals, expressive-emotional vocabulary, rhetorical questions, and exclamatory sentences. Effective use of linguistic and visual means of influence, dialogic forms of communication in the media discourse of the leading Telegram channel attracts the audience, increases its interest in the Telegram channel. It is necessary to take into account the addressee factor and the characteristics of the target audience in the use of means of influence. The results of the study are of interest for functional lexicology, communicative theory of text, and media stylistics.

The article presents the results of a study of the moral maturation plot in the short stories of the poet Anatoly Shteiger “Bricks” (1933) and “The Jew” (1934). Shteiger is one of the main representatives of the “Paris note”, the leading young émigré literary movement that promoted the aesthetics of the “human document” as optimal for Russian youth who had lost their homeland and were experiencing a spiritual crisis. Shteiger’s stories, on the one hand, are inscribed in the poetic system of this author, which makes them representative of his unique creative worldview, and on the other hand, they exist in the context of short fiction of the influential magazine “Numbers”, which published the works of the “young” and became the place of crystallization of the pessimistic worldview and ego-documentary poetics of the “Paris note”. The central problem of the fiction of “Numbers” is the problem of personal and generational self-determination: the vital and creative super-task of young emigrants consists of integration into the surrounding reality, which, being represented by the space of the modern multinational industrial West, is perceived by them as alien and hostile. In the stories of Shteiger, the condition for the autobiographical and autopsychological hero to find “his place” in the world is the establishment of a spiritual dialogue with the character-Other, in whose image the ideal hypostasis of the author’s alter ego is objectified. Growing up for Shteiger’s heroes means realizing themselves in the outside world, while remaining faithful to universal humanistic values. Interaction with the ideal Other constitutes a test for the hero’s developing morality, which he is unable to withstand due to spiritual weakness, ontologically inherent in all people and at the same time being a property of his nature, revealed in a situation of moral choice. In turn, the ethical ideal (and God as its personification) is depicted by Shteiger as transcendental to the earthly world, and its embodiment in the image of an initially imperfect person is of a transitory or illusory nature. The unattainability of the Absolute, according to Shteiger, is the cause of universal moral relativism and the internal discrepancy between the heroes and their social and cultural status.

In the context of deepening globalization, international educational cooperation has become an important tool for training highly qualified specialists. The partnership between China and Russia is particularly active in the field of education, where double degree programs provide students with unique opportunities for intercultural learning and professional growth. A comparative study of Russian language teaching methodologies in China and Russia is of particular relevance. This work is aimed at identifying similarities and differences in approaches to teaching Russian as a foreign language in the two countries, as well as determining the possibilities for mutual enrichment of pedagogical practices. The methodological basis of this study is the principles of comparative didactics, comparative analysis of educational systems and intercultural communication, supplemented by empirical methods of data collection and analysis. The work includes a systemic analysis of cognitive-methodological models of teaching Russian as a foreign language, including traditional and innovative methods used in Chinese and Russian universities. Particular attention is paid to identifying latent didactic reserves that can be borrowed from one educational system to another to improve the effectiveness of learning. The paper examines such aspects as the role of the grammartranslation method in the Chinese teaching system, and the communicative-activity approach in the Russian methodology. In this study, a questionnaire was compiled among students studying under the joint program "3+1" to assess the dynamics of language skills, the level of intercultural adaptation and satisfaction with the program at different stages of study (in China and Russia). The results of the study will help optimize the model of joint training of specialists, improve the quality of international education, and can also be useful for the implementation of similar educational projects. This study can serve as an example of improving programs for teaching Russian as a foreign language, developing teaching materials and improving the qualifications of teachers. The practical significance of the work lies in offering specific recommendations for integrating the most effective methodological strategies into the educational systems of both countries.

The article discusses the issues of reforming the Mongolian educational system, concerning the implementation of the new basic educational program and the updating of textbooks. The features of developing reading skills in Mongolian students in the context of integrating the subjects “Literary Reading” and “Mongolian Language” are identified. A review of the “Mongolian Language” textbooks for grades 1–5 has revealed the range of Russian folklore and literature texts included in them. This creates an opportunity for Mongolian students to learn about Russian folk traditions and the values of Russian culture. The content of the textbooks suggests that the methodology of teaching Mongolian through reading texts representing Russian literature is aimed at engaging Mongolian primary school students in understanding the values of a different culture. An analysis of the composition of the texts of Russian fiction proposed by Mongolian specialists for study in elementary schools allows us to state that the selection criteria were, firstly, the correspondence of the poetics and problems of the texts to the age-related features of text perception, and secondly, their educational potential. The works included in the textbooks correspond to the reading circle of Russian preschoolers and primary school students (the fairy tales “Turnip,” “Kolobok,” “The Fox and the Goat,” and the texts of children’s writers and poets such as L. Tolstoy, I Krylov, A Kuprin, S Marshak, N Nosov, V Sukhomlinsky). In most of the works, the central characters are children, which is important, as it is methodologically easier to reveal the characters of Russian people, ideas, and values of another culture through characters of the same age. The inclusion of foreign-language works in “Mongolian Language” which combines linguistics with literary reading, helps to expand the worldview of Mongolian children. The use of Russian folklore and literature demonstrates the importance of building intercultural connections with Russia for Mongolian primary education. At the same time, the correlation between texts and topics allows us to see that the study of Russian folklore and literature is related to the development of students’ meta-subject skills.