In this article, the authors attempt to show the learning opportunities of lexicographical sources while learning the lexicology and the Russian language as a whole. As the basic methods, we use the method of controlled selection, which allows specific dictionary entries to be considered; the method of contextual analysis, revealing the features of linguistic elements functioning in context; the method of intertextual analysis, which helps to identify the signs of the source text in relation to the secondary text structure; the method of synchronous and diachronous analysis, aimed at studying units from the historical and modern points of view in a specific period of the language development. We propose various types of assignments for students’ advanced training in lexicology, including those that can be used as Academic Olympics tasks in linguistic competitions in the Russian language at various levels. The primary basis for creating assignments was the material of linguistic dictionaries, which is cognitively significant when studying lexicology. The presented learning assignments are a special type of secondary texts, since their creation involves the selection of material according to certain criteria, the formulation of a question according to well-known schemes and models, as well as the reliance on prototext materials – articles of linguistic dictionaries, transformed in terms of lexical-semantic, grammatical, compositional, pragmatic and other aspects.

The article is devoted to students’ and teachers’ modern school nicknames. With the use of descriptive, functional and linguistic-cultural approaches, the anthroponyms-nicknames are considered as a linguistic, social and individual psychological phenomenon. The author notes that this group of proper names reflects the level of students’ acquisition of the language system and the language as a means of communication, the peculiarities of socialization and the development of students’ worldview. It is concluded that nicknames can find application in the teaching, educational and pedagogical processes in the course of the formation and development of students’ competencies.

The problem of classifying types of text (or types of speech) is of fundamental importance for the general philology as a whole, especially in the context of its renewal, using modern terms and approaches. In this paper, I argue for reviving (at the modern level of knowledge) the old three-part system of humanities (grammar – dialectics – rhetoric and poetics), firstly proposed in the Stoic school, and I try to sketch a draft of a new classification regarding text as logos and taking into account several fundamental differences in the process of its generation.

This study was aimed at identifying new effective forms that could facilitate the achievement of a practice-oriented result, i.e. students’ ability to communicate in any speech situation, as well as their readiness for various kinds of oral and written examination tests, including the public defence of projects in the 10th grade and writing December essays in the 11th grade. The article considers rhetorical competitions as a means of developing communicative and linguistic competencies among 10th–11th grade students of a polycultural school. The article provides recommendations on organizing such competitions, criteria for evaluating presentations, examples of oral presentations. A textual analysis of the folklore material of Dagestanian and Russian fairy tales and proverbs allowed the authors to conclude that an inexhaustible set of universal themes that have become the subject of reflection in different nations, can teach students to respect other cultures and extend their knowledge of the world and other people. The experience of a rhetorical competition in high school on the basis of fairy tales and proverbs of different nations is expected to help students form such core competencies as critical thinking, creativity, communication and cooperation (ability to work in a team).

The purpose of the article is to model and analyze fragments of the language consciousness of schoolchildren associated with modern and traditional sources of information. The material for the study are the results of associative experiments conducted in several stages in 2015–2018. The author used psycholinguistic method of a free associative experiment with the subsequent construction of the traditional and cognitive structure of the associative field to determine the composition of the resulting components of the incentive semantics. The identification of trends in semantic development was carried out using the method of semantic comparison of the resulting field structures with essays on the themes «If there were no computers and tablets ...», «Read or see?», «If there were no books, then ...». The results of the research are descriptions of cognitive structures of associative fields, identifying a significant number of layers in them, establishing similarities and differences in their semantic composition, creating semantic portraits of stimuli, identifying the leading semantic areas of the texts of the works, which reflect the composition of the actualized components of these fragments. Conclusions: the intersection of the semantic areas of these phenomena with the global categories “knowledge”, “entertainment”, “person”, “information” in schoolchildren’s consciousness, the relevance of meanings ‘development / degradation’, ‘mind / stupidity’; ‘health, benefit / harm’; the stability of the lines of interaction between the semantic areas «Internet», «Computer», «Tablet», «Game», «Information», «Communication», the subjects (who are in friendly and family relations especially); the relevance of the semantic space of the game in the AF «Computer», «Tablet», «Internet», the space of knowledge in the AF «Book»; the age specificity of the composition of the fields, the appearance with different frequency of reactions associated with school, study; depletion of associative fields in recent experiments.

The article is devoted to the problems of communication between all the parties of the educational process. The goal is to draw the attention of specialists and the public to the negative impact of Internet resources on modern schoolchildren’ speech. An analysis of the characteristics of such communications has shown that digital educational platforms solely create the illusion of the “advancement” of an educational institution. However, in reality, these platforms provoke the teacher to make speech mistakes and omissions, thus ultimately reducing the effectiveness of the educational process.

The article is devoted to the well-known teacher Vladimir Petrovich Sheremetevsky and his ideas that have made a significant contribution to the development of methods for teaching the Russian language in school. The methodological views of Sheremetevsky set forth in his works were the result of his thirty-year teaching experience in various Moscow secondary schools. It is shown that the special attention of V.P. Sheremetevsky was devoted to spelling and expressive reading. He developed a method of explanatory reading.

The article discusses the peculiarities of the functioning of toponyms in V.V. Mayakovsky’s poetic works. The specificity of toponyms used by the poet is revealed. Specific examples that bear evidence of the wordsmith’ innovations in terms of the stylistic use of toponyms as a means of artistic expression are analysed.

The purpose of the article is to analyse the functioning of the concept “beauty” in the works of D. Samoilov. Using lyrical texts as an example, the author describes the poetic vision of “beauty”, highlights the means of implementing the D. Samoilov’ worldview of, offers an original philological analysis of his poems in the light of the notions of beauty as one of the most important artistic components of D. Samoilov’s poetic system. The article draws parallels between the understanding of beauty in the works of various poets in the 19th – 20th centuries.

The article discusses the functioning of the concept «road» in the movie-essay «Pozovi menya v dal’ svetluyu» by V.M. Shukshin. The goal is to identify semantic increments to the vocabulary definitions of the lexeme road in the figurative structure of a literary text. The author emphasizes the core and peripheral zones in the structure of the concept, their lexical and phraseological content, explains the semantic shifts by the peculiarities of the writer’s artistic perception, the specifics of his worldview.

This article investigates an understudied monument of Russian historical and geographical literature of the end of the 17th – beginning of the 18th century, i.e. the description of Algeria and Tunisia translated from Latin. The article gives a brief description of the monument as a whole and analyses in detail one of the lexical-semantic groups – the names of various plants and their fruit (phytonyms). The author notes that, along with widespread phytonyms in Russian (grain, bread, apple, etc.), the text under study uses rare (dactyl ’date’) and even sporadic words not recorded in any other sources on the history of the Russian language (kalpiyaziz ’earth almond’).

The article considers the problems of graduating ontological and quantitative signs of the causal relationship; language means of expressing various degrees of their realisation are presented and classified. The article reveals that the gradual semantics of causation in the modern Russian language is expressed by a combination of constructions denoting the cause, with co-ordinative conjunctions, particles and introductory-modal words, and indicates the actual presence, the supposed presence, and the absence of a causal relationship, as well as the correlation of the situation of a consequence with one, two or many reasons.

The article discusses the method of organizing a language comment as a method of correcting mistakes associated with impaired accuracy of speech in written works of bilingual students. The author highlights reasons for checking the accuracy of word usage in writing assignments by bilingual students, reveals the causes of mistakes and defects, and offers options for correcting them.

The article provides an analytical review of linguistic views of the unique Russian comparativist and experimental philologist S.К. Bulich. The author highlights his interest in the study of new linguistic directions at the turn of the 19 – 20th centuries: semasiology, philosophy of language and interlinguistics. At the same time, it is shown that the scholar was the largest representative of the historical school of national science, an eminent expert in the Sanskritology and Church Slavonic language. The author of the article summarizes some of the provisions of the S.K. Bulich’s main book on the Russian linguistics history of the 13 – 19th centuries, which have made him an outstanding representative of SlavicRussian philology.

Review of the Book by V.S. Elistratov «Dictionary of I.S. Turgenev’s Language».

Axiological Linguistic Methods: Worldview and Value Aspects in School and Higher Education Teaching of the Russian Language.

48th International Philological Conference in St. Petersburg

Round-table Сonference «Dialectology and Linguistic Geography. 1. Center and Periphery».

Vladimir Viktorovich Kolesov (1934–2019).