The relevance of the article is due to the widespread practice of reading electronic texts, namely hypertexts, not only in everyday life, but also in education.

    The key issue is text comprehension, one of the major concerns today.

   The study aims to conduct a pilot experiment designed to determine the level of understanding the main idea of an educational humanities hypertext by school students in years 7–8 (n = 46).

   The research employed theoretical literature analysis, individualized formative assessment, and the author’s diagnostic methodology for assessing text comprehension. It is found that more than half of the participants (60.8 %) completed the assignment at a very low or low level, and only 17.3 % did it at a relatively high or high level. The results indicate a deficiency in the adolescents’ ability to identify conceptual information in the text in relation to an educational hypertext. Moreover, the participants demonstrated a partial or complete lack of understanding the text they had read. The content analysis of the students’ responses enabled me to identify the typical difficulties the participants faced. These include replacement of the main idea with the topic of the text, finding factual information instead of conceptual information, different types of retelling, lack of generalisation, and others. The analysis of literature and the students’ completed assignments make it possible to believe that these difficulties are characteristic of reading text not only on screens, but also on paper. Thus, they do not depend on the information-carrying medium. Consequently, teaching digital reading should begin with developing students’ ability to find the main idea in the text in the process of reading primarily traditional printed texts. Knowing textual difficulties and understanding the reasons for errors in identifying the main idea will help the teacher to competently organise work with different types of texts.

   The article is relevant since it presents the results of a study aimed at achieving the objectives of integrating patriotic education and subject teaching in Russian language lessons in accordance with the modern Federal State Educational Standards.

   The purpose of the paper is to identify the educational potential of regional supertext as an integrative means of teaching modern axiological linguistic methodology.

   In order to substantiate the linguistic and methodological foundations of the study, scientific literature and instructional materials in the field of Russian language teaching methodology, philosophy, philology, and cultural studies were analysed. In addition, the research relied on pedagogical observation of the teaching process at school, a pedagogical experiment and the generalisation of its results. Finally, the study utilised the best practices of Russian language and literature teachers from St. Petersburg, the Komi Republic, Leningrad Oblast as well as the author’s own pedagogical experience. The article substantiates a new concept of axio logical linguistic methodology, namely educational regional supertext, determines its key characteristics and educational potential. Moreover, the study classifies educational regional supertexts and presents the distinctive features of motivation of learning activity during their perception. The research results which formed the basis for integrated study guides and instructional materials on local history, history, Russian language, and reading literacy development outlined a new direction in the implementation of the integrative potential of modern axiological linguistic methodology.

   The article describes the methodology of working on an essay about monuments to heroes and the heroic deed in a Russian language lesson at secondary school.

   The article aims to substantiate the appropriateness of teaching this essay type for schoolchildren’s speech development at secondary school as well as for promoting the development of patriotism, civic identity, and commitment to national ideals in them.

   Taking into account the value of monumental art works in the national symbolic space, basic approaches for using the images of memorials and monuments as a source of secondary school students’ speech activity and the subject matter of their essays were developed. The analysis of scientific and methodological experience made it possible, on the one hand, to substantiate the educational role of this essay type and on the other hand, to show the main approaches to the methodology of working on it. The study identified certain types of essays about monuments such as monument descriptions, stories about visiting a memorial, essays about the national and cultural symbolic significance of a particular monument, and others. In addition, a model for preparing for an essay about a monument to heroes and the heroic deed (years 10–11) was developed. Moreover, the research describes the main methods and practices of work including conversation, answers to the teacher’s questions, correspondence excursions, design/analysis of a semantic scheme of speech based on the topoi definition, properties, reason, and so on. The article examines the use of the model on the basis of an essay about the Tomb of the Unknown Soldier. The stages of preparation for essay writing were identified; relevant didactic materials (including literary texts about the memorial), and methodological recommendations for the lesson were provided. The testing conducted on the example of the Tomb of the Unknown Soldier description showed that the proposed approaches enrich schoolchildren’s axiosphere, help them select facts and linguistic units for their essays, as well as structure the text.

   The study has been carried out on the topic of the state assignment "Structural and functional parameters of the existence and development of the Russian language of the XX-XXI centuries in its regional and general linguistic aspects" (No. 124051400024-1). The work describes the theory of the Donetsk word formation school which underlay the principles of compiling the Explanatory dictionary of compound abbreviated words of the Russian language. The dictionary is being compiled by the Experimental laboratory of research on abbreviation trends at the Russian language department of Donetsk State University.

   The object of description in the dictionary is compound abbreviations (compound abbreviated appellatives).

   These are common nouns that implement the mechanism of replacing words with abbreviated constructs during formation. They contrast with initial abbreviations (acronyms) appearing as a result of the actual reduction of the derivational phrase words to the first letters or sounds, as well as with compound abbreviated onyms built with the help of abbreviated constructs.

   The research is relevant for two reasons.

   Firstly, compound abbreviations have never been the object of an independent lexicographic description. Secondly, our laboratory has discovered a few previously undescribed distinctive features of this abbreviation type. They include the formation of word semantics in the derivational phrase as the reason for its univerbalisation and the presence of several derivative syntactic equivalents of the word. The appearance of such equivalents is caused by the action of the abbreviation construct decoding stimuli. In compiling the dictionary, a synchronic approach to abbreviation is used. It determines not how the abbreviated word is formed, but how it is interpreted through equivalent phrases at the current stage of the language existence. When collecting and interpreting synchronic abbreviations, the laboratory uses the methods of prompting words and phrases, searching for equivalents in conjunction with frequency analysis, and so on. It is predicted that a series of abbreviation dictionaries will be created using the methods developed for the dictionary being prepared for publication. These will include a dictionary of abbreviated constructs, a dictionary of compound abbreviated onyms, a prescriptive dictionary of acronyms and abbreviations.

   The article describes one of the lexical-stylistic categories, i. e., usual and occasional antonymy, identified in A. T. Tvardovsky’s epic poem "Vasily Tyorkin". The stylistic functions of antonym pairs are determined and analysed by structural semantic and functional stylistic methods. The article concludes that different types of antonyms and stylistic devices created on their basis are a polyfunctional phenomenon contributing to the implementation of various pragmatic ideas of the writer. Usual and occasional antonym pairs are employed to indicate the limit of manifestation of actions, a person’s physical and mental state; to highlight the important and the significant; to strengthen the image, the impression made; to express the assessment of opposite actions; to affirm opposite qualities, actions, and so on. The poem has been found to widely use antithesis (and its types), oxymoron, and antiphrasis, i. e., stylistic devices based on semantic and evaluative antonymy. Antithesis is employed to create the key semantic oppositions of the work such as "our own – alien", "Russian – German", "love – war". Oxymoron enhances literary speech expressiveness. Antiphrasis is used to make the literary text sound humorous and ironic. The variety of the stylistic functions of antonyms enabled Tvardovsky to realistically convey the wartime atmosphere, describe the protagonist’s and other characters’ disposition and actions, as well as to add emotionality and expressiveness to the narrative.

   The article examines the emancipation of affixes, i. e. their separation from the morphemic composition of a word and their isolated use in context, using poetic and prosaic texts of the 19^th–21^st centuries.

   The article aims to identify the main stages of this process characteristic of Russian literary speech and to trace its history.

   The study uses descriptive and structural-semantic methods as well as word-formation analysis of lexical units. It is noted that emancipation in literary speech can be observed in different types of morphemes, primarily prefixes and suffixes. We have identified the types of affixes that are most frequently emancipated and lexicalised in texts. The paper concludes that morpheme emancipation in Russian literary speech has a long history: its examples are found in texts as early as in the first half of the 19th century. In modern literary speech, the use of emancipated affixes is becoming more extensive. We have identified several stages of morpheme emancipation, the last being morpheme lexicalisation, i. e., the final transformation of an affix into an independent lexical unit. It is shown that emancipated affixes can be combined in a text and form the basis of its composition, perform a text-forming function, and serve as a literary work title.

   The relevance of the article is determined by the development of linguistic anthropology in the field of scientific research and pedagogical practice.

   The study aims to show the theoretical, as well as scientific and practical foundations for applying the concept of the cultural significance of the word in diachronic commenting on the facts of the modern Russian language.

   Accordingly, two objectives are set: firstly, to establish the concept of the cultural significance of the word in relation to the theory of language and culture as semiotic systems and secondly, to demonstrate examples of the representation of the cultural significance of the word in diachronic vocabulary description. The research employs linguocultural analysis and semantic description of linguistic symbolism. Linguistic material analysis shows that the lexical semantic evolution of the word is explained by its ability to be included in the cultural sign system through the cultural significance of the word. For instance, the history of the words grad and gorod (English town, city) is determined by Old Russian ideas of state power, which is reflected in the meaning of the derived word grazhdanin (English citizen). The history of the words pastyr’ (English shepherd) and put’ (English way) is determined by Old Russian Christian symbolism. The way as a symbol of life is widely represented in Old Slavonic and Church Slavonic texts. The cultural significance of the word pastyr’ (spiritual counselor) was formed in prototypical biblical texts. The cultural significance of the word gad (English creeping thing) is rendered explicit in Old Russian contexts. The analysis of the word zhivot (English life) requires the use of Russian dialect material. The proposed commentary enables one to more accurately characterise the functional properties of words in the field of phonetics and grammar. By way of example, the pronunciation of the word nebo (English heaven) is determined by its relevance for the Church Slavonic discourse. A description of the cultural significance of words is relevant to historical commenting on the facts of the Russian language in at least three aspects. Firstly, the cultural meanings conveyed by the language develop into historically changeable forms of national world perception and worldview. Secondly, the cultural significance of the word reveals the logic of changes in lexical meanings and the mystery of lost meanings. Finally, the analysis of the cultural significance of the word confirms the interaction of various language levels (phonetic, morphological, lexical).

   The article examines neoderivatives recorded in the texts of the blog "Kniga zhivotnykh" / English "Book of Animals" published primarily in 2022–2024. Analysing texts of Internet publication is a topical subject of the latest linguistic research. The Internet in the modern world is becoming one of the most important communication channels. Among other things, the Internet determines the renewal of the national language. Despite the fairly large number of studies focused on the Internet language and the specific features of Internet communication, many topics require further investigation. This is due to the very nature of the research object: the Internet is constantly being enriched with new linguistic material. In this regard, bloggers’ word-formation innovations introduced into texts for various purposes are of particular interest. This study is limited to the materials of one popular science blog about zoological topics.

   The study aims to analyse the methods of innovative word-formation as well as to identify the most productive word-formation affixes and patterns and to determine the reasons motivating authors to create words.

   The article consistently analyses new formations created by different methods, identifies productive affixes, and thematically classifies the new formations. As the materials show, bloggers employ both usual (suffixation, prefixation) and unusual (linguistic contamination, graphoderivation) methods. Author’s word formation in Internet communication follows the general linguistic trends. In particular, productivity is demonstrated by the same word formation affixes and methods that are in demand in other forms of speech communication. The most frequent methods of creating neoderivatives are composition and suffixation. Neoderivatives can perform different functions such as nominative, expressive, evaluative. Author’s neoderivatives in the analysed popular science blog attract readers’ attention, make the presented materials more popular, express the author’s position.

linguocultural and historical perspectives.

   The use of the image-symbol contributes to the Russian nation’s self-identification and unification.

   The study aims to explain the pivotal role that the word-concept medved’ (English bear) plays in the Russian linguistic consciousness.

   This word has metaphorically characterised Russia and its people for centuries; thus, to achieve the goal, synchronic and diachronic linguistic data were used. The research employed descriptive and comparative methods as well as contextual, semantic, and narrative analysis. The Anglo-Saxon pejorative emotional and expressive connotations of the word-concept bear, which was metaphorically used to characterize Russia and its people, had formed in the West by the 18th century and were imposed on us. However, the concept was gradually reinterpreted by the Russian intelligentsia and acquired ameliorative connotations that became dominant in the 20^th century. In the second half of the 20^th and the first quarter of the 21^st century, the final mental ‘appropriation’ of the bear image with the axiological ‘plus’ sign occurred in all socially significant discourses of the modern Russian language. The image-symbol "Russia the Bear" which, in conjunction with other sacred symbols capable of being the spiritual bonds between Russian people, is necessary both for the awareness of our mental isolation from Western ethnocultural traditions and for the Russian nation’s self-identification and unification. Its linguocultural significance is indisputable, which is especially important today, in a period of dramatically increased external threats.

   The purpose of the article is to analyze the linguistic heritage and characterize the linguistic personality of academician V. I. Borkovsky (1900–1982).

   It is stated that he held leading positions in the field of Slavic studies and history of Russian in the 1940^s and early 1980^s.

   The relevance and innovation of the article lies in the fact that the activity of V. I. Borkovsky is revealed in the description of the diachronic processes of the Russian language: the publication of monuments of writing, participation in the deciphering of newly found birch bark letters, the development of problems of historical syntax of the Russian language, etc.

   The project of creating an «Encyclopedia of Slavic Linguistics» initiated by V. I. Borkovsky is being published for the first time. The initiatives of the scientist as editor of the journal «Russian language at school» (1950–1953) are described in detail. The article provides rare documentary evidence of the relationship between V. V. Vinogradov, B. Unbegaun and V. I. Borkovsky. The original features of his linguistic personality are noted: musicality, poetic talent, sense of style. The author talks about the environment of V. I. Borkovsky and his family ties with the Karsky dynasty. The main research methods used in the article are historical and linguistic, source studies, stylistic, linguistic personology, linguocultural. The results obtained are confirmed by the introduction of new archival data, a commented analysis of V. I. Borkovsky’s scientific activities based on historical facts and forgotten documents, a rethinking of the scientist’s contribution to linguistics of the 20^th century and the creation of an extraordinary linguistic portrait of the philologist against the background of historical, cultural and social events in science in the 1930^s and early 1980^s. The article can be used as an auxiliary material for lectures and classes on the history of linguistic studies and general linguistics, historical grammar of Russian and other Slavic languages. The analyzed materials fill in the little-known pages of the chronicle of linguistics of the 20^th century and give a fresh look at the nature of scientific connections and ideas of Soviet linguistics.