Linguoculturological analysis as the backbone of a value-based Russian language lesson

The relevance of the article is due to the need to provide spiritual and moral education while teaching the Russian language. The study aims to prove that a value-based lesson is the most popular type of a Russian language lesson in the modern educational paradigm. Another purpose of the paper is to show the connection between its methodology with linguoculturology as well as the opportunities for forming a system of spiritual and moral values in students. These goals are the rationale for employing such research methods as an analysis of linguistic, linguoculturological and methodological concepts in conjunction with generalisation of the obtained results. Additionally, the study relies on modelling a methodological system. Such a system exploits the linguoculturological potential of the word and the text for developing schoolchildren spiritually and morally in the process of teaching Russian. The paper outlines the most promising linguoculturological areas which are being developed in modern methodological science. These are methodological linguoconceptology and methodological text linguoculturology. Within the framework of the former, the dominant approach is studying the word as a concept of culture. Methodological linguoconceptology has developed such methodological tools as a linguoculturological portrait of the word, linguoculturological problems, and linguoconceptocentric essays. In addition, lessons-concepts (i. e. integrated lessons of transdisciplinary concept portrayal) have been described. Within the methodological text linguoculturology framework, I systematise information about the linguoculturological characteristics of the text. As a result, exploring the text as a coherent unit of language, speech, and culture is enabled. The research also demonstrates the versatility of this methodological tool. The methodology of linguoculturological text characterisation underlies the innovative lesson type, i. e. the text laboratory or laboratory-based work with texts. The main results of the study are the proposed definition of a value-based Russian language lesson and the description of its key features. The paper convincingly demonstrates the decisive role of linguoculturological word and text analysis in a value-based Russian language lesson. I propose a typology of value-based Russian language lessons depending on the subject matter of linguoculturological analysis. Three types have been identified: logocentric, text-centric, and combined. Linguoculturological analysis as the backbone of a value-based lesson enables teachers to combine most complex processes of language learning and culture acquisition as well as forming a world view and developing a system of values in students.

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