The article aims to show the logic of teaching travel literature in Russian language classes in the innovative format of a virtual tour using Afanasy Nikitin’s "Journey Beyond Three Seas". The main research methods are theoretical analysis when formulating the research problem, as well as methodological design and scientific methodological generalisation. The materials included the linguo-methodological concepts of using virtual tours in the process of teaching Russian. In addition, we employed philological concepts of understanding the travelogue as a literary genre and teaching travel literature as a speech genre, and so on. The main findings of the research indicate that the process of teaching travel literature can be an integral component in classes in Russian as a native language (in media classes and in humanities classes), as well as in lessons in Russian as a foreign language. Travel literature taught through a specific technology contributes to more effective development of all speech activity types and promotes learners’ personal growth.

The significance of regional identity formation as a key factor in the socio-economic and cultural development of Russian oblasts and krais is determined by economic processes. In this regard, the formation of regional consciousness in the younger generation in the peripheral areas of this country appears particularly relevant. The article aims to examine the methodological potential of local history material in the formation of cognitive, value, emotional, and activity components of regional identity. The article draws on the results of a comparative analysis of theoretical and methodological studies on the issue of regional identity formation in the younger generation. Scientific modeling underpins the development of the journey lesson plan. The lesson included author-devised assignments and was tested in the educational process. First and foremost, such a class contributes to the formation of the cognitive component of regional identity by enriching students’ knowledge-based field concerning the nature of the krai, its culture, and distinct national identity. In addition, during conversations, school students develop awareness of themselves as Krasnoyarsk Krai residents. Unconsciously, teenagers incorporate a positive image of the region as a significant part of Russia into their own value system. Regional identity formation in schoolchildren in the peripheral areas is a strategic task of modern education. The use of an integrated approach combining educational, cultural, and social practices will make it possible to create conditions for sustainable regional development and the preservation of Russia’s cultural diversity.

The article analyses a late version of one of A. Fet’s poems included in the genre-thematic section "Melodies". The study focuses on the techniques used to organise the figurative semantic structure of the text, i. e., the phenomenon which can be called the "music of meaning". The methods of linguopoetics (to identify the aesthetic role of linguistic units and the relationship between content and form) as well as elements of opposition, motif, contextual, and componential analysis were employed. Using them, the author examines the main aspects of the structure of the poem (composition and development of the lyrical plot, key semantic fields and oppositions, spatiotemporal and subject-object organisation). Meticulous attention is given to the analysis of the lexico-semantic level and the "grammar of poetry" of the text. It is concluded that the understatement and linguistic uncertainty characteristic of A. Fet’s poetics in general and the poem being analysed in particular increase the associative potential and enable an ambiguous understanding of the text. This contributes to the multidimensionality and the absence of distinct definiteness of the key images and oppositions, which brings poetry and music closer together ("the music of meaning" and the meaning of music).

The study aims to determine the role of diminutives in Leo Tolstoy’s novel "Childhood" in the formation of the writer’s individual style and their influence on the lexical composition of the Russian literary language of the later periods. The work comprehensively analyses the diminutives in L. N. Tolstoy’s autobiographical "Childhood" as an important element in the writer’s individual style development and reflection of innovative processes in the Russian literary language of the mid-19th century. The research was conducted employing digital humanitaristics (humanities) methods, including computer processing of language data. To establish the facts of the first use, textual materials from the Russian National Corpus, the differential glossary of the "Dictionary of the Russian Language of the 19th Century", and the "Sociolit" digital platform were utilised. This approach enabled a more accurate and objective analysis of the neologistic processes conditioned by Tolstoy’s individual style formation. Based on the digital comparison of the "Childhood" lexemes with the units obtained from the corpus of V. I. Dal’s "Explanatory Dictionary of the Living Great Russian Language", 143 unique lexical units were identified. The lexemes represent potential neology for the language usage of the mid-19th century. 14 out of these are diminutives, 6 of which are hapax legomena. Four of the identified diminutives are adjectival lexemes, three of which represent colour vocabulary, namely belokuren’kii (English fair-haired), rozoven’kii (English pinkish), and chernomazhen’kii (English dark-complexioned). However, according to the corpus analysis data, the adjectival diminutives are not the writer’s neologisms. They had already been in use in the literary language by the 1850s. The diminutive adjectives create an emotional tone, capture the child protagonist’s fleeting impressions, convey the psychological nature of the child’s perception, and help create an intimate family atmosphere. The adjectival diminutives become the lexical markers of the "happy time" of childhood which Tolstoy calls "irretrievable". Ten lexemes are nouns, which confirms the prevalence of substantival diminutiveness in the Russian language. Most of these lexemes, according to digital lexical corpora, are genuine neologisms of Tolstoy’s text (pantalonchiki (English pantalettes), khalatets (English little robe), indyushechka (English little turkey), kreslitse (English little armchair), and others). The study shows that in the first novel of Tolstoy’s autobiographical trilogy, diminutives play an important role in the formation of the unique artistic method of the "dialectics of the soul". They become one of the tools for depicting the child’s inner world, helping to convey his psychoemotional state. Tolstoy’s neologisms created according to diminutive word-formation patterns enriched the literary language of the 19th century, opening up new possibilities for expressing emotional evaluation and conveying expressiveness. The research confirms the capability of Tolstoy’s artistic style to create new words and expressions; the writer introduced new lexical units into use already in his first major work.

In modern syntax, the structural sentence diagram is regarded in two different ways. The comparative analysis of the two interpretations resulted from teaching modern Russian syntax at the Faculty of Russian Philology of Yerevan State University since 1979. The effectiveness of the approaches was tested in practical syntax classes and during philology students’ teaching practice at school. According to the first interpretation, the structural sentence diagram is a minimal sentence construction pattern that satisfies the requirements of grammatical adequacy of a sentence and is presented in the form of formalised records. The author of this concept is N. Yu. Shvedova. The second interpretation is based on two factors, namely grammatical and informative adequacy. The second understanding seems to be the most convincing since it corresponds to the modern stage of syntax development, i. e., the semantic syntax stage. This line of research is represented by a large number of works by different scientists. Although each researcher implements the main idea of this research direction differently, they adopt the same approach. G. A. Zolotova does not deny the convenience of formalised records which have lasting importance for science and the practice of teaching Russian as a foreign language. However, she believes that representing syntactic structures in the form of formulas and diagrams does not reflect the essence of syntactic relations. Rather, it contains morphological characteristics of objects, which, undoubtedly, is not exhaustive. If one disregards the content plane of a sentence and presents structural diagrams as a closed list, it will result in not using all the possibilities offered by modern science. Science can provide such a description of language structure which serves to express the "communicative meaning". The study employed observation, description, sampling, comparative analysis, and classification.

This study analyses the manipulative potential of the neo-derivative yazhemat’ (English helicopter mother, overanxious mother) as a representative of holophrastic formations constructed according to the pattern "subject + intensifying particle zhe/zh (English after all) + another subject". Using materials (blogs, forums, and social networks) from the Russian-language part of the internet, we identified the high productivity of such constructions in the informal environment of the Runet. Such patterns reflect the current development trends of the Russian national language. Moreover, they can influence communicative practices beyond the internet. The use of purposive sampling, componential, and interpretive analysis enabled us to systematise the structural and functional features of neoderivatives. The neoderivative yazhemat’ was found to function as a linguocultural type with an exaggerated communicative component. The yazhemat’ semantics are characterised by a stable negative evaluative component associated with such connotations as egocentrism, aggression, and disregard for social norms. The key result of the study was the classification of seven manipulative strategies used by individuals with this personality type. The strategies include pressure through the maternal status authority; ignoring the interests of others; emotional blackmail; aggressive defense of positions; making negative assessments of other groups (e. g., the childfree); insults and dehumanisation; a self-confident disregard for reality. These strategies were shown to be aimed at asserting social dominance through the exploitation of traditional values (motherhood) and the manipulation of guilt feelings. We also discuss possible grammaticalisation of the components yazhe, tyzhe (English After all, I am / you are…) into free morphemes. The study demonstrates how linguistic innovations become a social manipulation tool. Additionally, it reveals the connection between word-formation processes and the transformation of cultural stereotypes in modern Russian society.

The development of the ability to understand a foreign culture is one of the important tasks of teaching Russian as a native and a foreign language. The authors aim to show the possibilities of solving this problem by referring to Old Russian texts that reflect the original axiological attitudes of the people. Particularly favorable ground for this is created by the text of Afanasy Nikitin’s "Journey Beyond Three Seas", which is a relevant object of research in modern humanities. The article highlights the features of the content and language of this work, which should be given special attention in connection with the specified goal-setting. The study used the methods of observation, historical commentary, comparative and contrastive and contextual analysis. "Journey Beyond Three Seas" is considered as an example of a folk literary text of a multicultural and multilingual nature. These characteristics of the text are expressed through the interaction of lexical units denoting the realities of "one’s own" and "foreign" world; comparative and contrastive constructions; lexical and semantic groups of toponyms and anthroponyms; nominations of Orthodox holidays as a means of calculating time; foreign-language inclusions in the Old Russian text. Particular attention is paid to the image of the author-narrator, his linguistic ethics is noted – an internal linguistic sense that determines the style of the work and reflects the spiritual culture of the individual. The religious tolerance of the author-narrator is emphasized, who, while remaining faithful to Orthodoxy, expresses the idea of the one God of people of different cultures. The educational potential of the text is revealed, which can be used as an integrative didactic material. The following forms of work with the translated and original text are proposed: historical and linguistic commentary, work with etymological and historical dictionaries to establish related and unrelated connections between the language units used in "Journey Beyond Three Seas", analysis of onomastic vocabulary in order to form and deepen regional studies and linguacultural competencies. It is concluded that working with historical and linguistic material can promote mutual understanding between representatives of different cultures and strengthen the historical memory of young native speakers of Russian.

This article analyses the linguistic experiment of the gifted 18th-century thinker N. G. Kurganov, namely "Pismovnik" (language and literature textbook for self-study), which became a breakthrough in linguodidactics. The research examines the structure and unusual content of the book which combined the genres of a Russian language textbook and a chrestomathy, i. e., "verbal description". The unique composition of the textbook enabled readers to effortlessly master the basics of grammar while simultaneously becoming familiar with the literary, philosophical, and spiritual traditions. The study highlights the author’s original method of interpreting linguistic material and its presentation to readers. Additionally, N. G. Kurganov’s techniques employed to describe literary and scientific texts as well as the distinctive features of using lexical means are characterised. Moreover, the findings indicate the epistemological nature of 18th-century educational knowledge. The study employed descriptive, comparative-historical, textual, stylistic and sociolinguistic analysis. The important practical applications of the "Pismovnik" as a linguistic thought landmark in philological theory and practice are emphasised. The article concludes that N. G. Kurganov’s book has heuristic potential and can be used in schools and universities as a source for historical lexicology and scientific discourse studies.