This article reveals the importance and relevance  of addressing the concept of “home” during meta-subject lessons. This concept is considered to be universal and as a key to understanding the specifics of a nation’s lifestyle and thinking. Linguistics means  used for verbalizing this concept in the Russian and English languages are compared, with their similarities and differences being revealed.  We present original teaching methods that can be used in the process  of developing students’ ability to identify, comprehend and emotionally  perceive the national  and specific peculiarities of verbalizing the concept of “home” in the Russian and English linguocultures.

The article is aimed  at acquainting the teacher with recent  achievements of contemporary Russian linguistics, primarily in the field of Russian language studies  and  its history. The research findings are analysed in terms  of organizing the educational process  on the basis of project-based learning  activities. New directions  in modern linguistics are discussed.

The RF Federal Law «On official language of the Russian Federation» establishes the status  of the modern Russian literary language as the state  official language due to its inherent multi-functionality and normativity, which permits the language to be used throughout the country in various communication contexts. This paper sets out to differentiate such concepts as the «modern Russian literary language», «official language» and «functional and stylistic varieties of the literary language». We emphasize the need to restrain the penetration of changes into the official language. The observance of literary norms is assumed to be the main instrument of maintaining the language stability.

This article presents an approach to working with one of the most significant concepts in the Russian language world picture  – the concept of “time” – using the techniques of linguoconceptology. A system  of assignments is proposed, which covers lexis, phraseology, word formation, accentology, morphology and syntax.  Analysis of lyrical texts,  paintings and aphorisms helps to reveal the artistic meanings of the concept.

The article discusses  one of the written  assignments – narrative  essays – practiced in the framework of the RF Basic State Exam in the Russian language. The stylistic and  genre  features of such essays,  which are created in the form of interpretation of a given word  or phrase (15.3), are analysed. Recommendations on avoiding  typical mistakes  when writing the essays are provided.  Essay samples and analytical commentaries are given. It is shown that this type of essays must comply with the norms of texts written  in the scientific and journalistic style.

The article is devoted to the analysis of the presentation of the orthogram “Unstressed vowel at the root of the word” in the RF Unified State Exam in the Russian language, as well as to the problems of identifying the root morpheme and determining its status. These are questions related to: accounting for or neglecting the cases of incomplete simplification in the morphemic structure of the word, leading to a change in the status  of the root with an unstressed vowel; the possibility or impossibility of accepting neologisms, non-literary words  for a vowel verification; expanding the list of roots with alternating vowels at the root, and including words with such roots in the examination tasks; formulating attitudes towards homonymy of the roots -per-/-pir-, -chet-/-chit-, -ter-/-tir-, -tvor-/-tvar-; attitude towards the extended list of word  exceptions among roots  with alternating vowels; the  choice of an optimum variant  of the  balance between information from the school textbook, traditional dictionaries  and reference books,  and new publications.

This article discusses the significance of Professor M.T. Baranov’s theoretical and methodological work on developing the methods of teaching the Russian language as a school subject.  The problem  of the presentation of linguistic methods in textbooks for students is analysed. The scholar’s approach to enriching students’ vocabulary presented in his doctoral dissertation is described, along with his original classification of teaching methods with regard to various types of assignments.

The article is devoted to one  of the specific issues associated with the stylistic organization of «The Belkin Tales», namely research into the author’s  work with the word,  which consists both in the actualization of the dictionary meaning and in the contextual increment of connotative meanings. Following the analysis of literary, historical, philological, and linguopoetic studies of «The Belkin Tales», a particular attention is paid to the lexical and semantic component of the cycle. The article analyses  the functions  of the blizzard and fate lexemes,  taking into account their production by different characters in various contexts – both small and large.

The novel «Glory» by V.V. Nabokov  has been  given different  interpretations in modern literary criticism. The analysis of the title of the work might serve as a key to its interpretation. This article aims to examine  the semantics of the title and show  its connection with the text. The analysis is carried out using descriptive  and comparative methods, as well as the etymological  approach to the study of words and their semantic structures. It is shown  that the title is characterized  by diffuseness of the meaning, which has connection with various contexts of the novel. It is concluded that the title of the work in its condensed form determines the main theme of the text and expresses the author’s  assessment of the described.

The article analyses  texts of Russian poets  dedicated to A.A. Akhmatova. The author focuses  on the artistic means and stylistic techniques specific to the creative manner of A. Akhmatova, and their use in the works of other  poets. The article considers  rhythmic,  syntactic,  compositional, lexical and semantic indicators of Akhmatova’s style.

The article is devoted to the description and general  review of the lexis associated with extraterrestrial civilizations (space aliens, aircrafts,  etc., as well as research directions  involved in their study), which has been recorded in neological dictionaries  of the Russian language. New words  on this topic are considered in terms  of their historical,  semantic and word-formative aspects. Examples of some  neologisms are illustrated  with quotations from dictionaries, neological directories  and databases.

This paper  is aimed at analysing  the specifics of new root affixes (affixoids) in the Russian word-formation system. The study  involved the  use of descriptive  and  contextual methods, as well as those  of component and  lexicographic analysis. The article presents the author’s  view on the process  of forming  the body of neogenic affixoids. According to the author, the increased use of compounding as a means  of word formation led to the emergence of a significant number of new  affixoids. Among  new  word-formative elements, proper  neologisms and  new  meanings of the previously existing word-formative elements are distinguished. It is shown that new affixoids are genetically motivated by the English language, and are characterised by bi-functionality and variability in writing. The formation of new affixoids in the Russian language reflects the processes of sociocultural  globalization and lexis internationalization.

The article explores  the role of F.F. Fortunatov’s  concept about parts of speech  in the development of the 20th-century grammatical theory.  The author analyses  principles of classifying Parts of Speech  proposed by Fortunatov. A particular attention is paid to the form of the word as a basis for the classification of Parts of Speech in Indo-European languages. The article considers  the viewpoints  of both opponents and supporters of Fortunatov’s  classification as applied to the Russian language.

In this study  we  investigate the  formation of schoolchildren’s general  cultural  competence using  extracurricular reading assignments in the Russian language. The teaching method was based  on a project-based pedagogical technology and consisted in the creation  of an illustrated dictionary of precedent names in the Russian culture. The result of the study ‘Pushkiniana – a unique phenomenon of the Russian culture’ is presented in the form of a curriculum for extracurricular activities, including thematic planning, a technological map and a fragment of the lesson ‘Alexander  Pushkin – the сreator of modern Russian literary language’  in the form of lexicographical  workshop.

The syllabus of the elective course,  developed on the basis of the competence-based approach to teaching in accordance  with the  Approximate program of secondary (complete) general  education in Russian (the  advanced level), is aimed at developing and improving language, linguistic, communicative and cultural competencies of students. The syllabus of the elective course includes goals, objectives, nomenclature, the main forms of the classroom management and their content. Completing  the course will deepen students’ knowledge of the vocabulary abundance of the Russian language and will form the skills of differentiating units of language and units of speech.