This article presents a model of emotional intellect adapted to the modern school educational process. An approximate algorithm for the formation of intrapersonal and interpersonal emotional intellect is provided. The possibilities of using the resources of methodological linguoconceptology for developing teenagers’ emotional intellect are revealed. The presented material is correlated with new examination forms.

The article discusses the history of implementation of digital technology in the educational process of the Finnish school over the past 20 years and impact of first digital textbooks. Digitality is viewed in a broad and narrow sense in Finland: in a broad sense as the most important part of the modern human ecosystem where a human is a responsible member of society, in the narrow sense as the use of digital devices for educational and pedagogical purposes for instance for both assessing processes (teacher assessment and pupil self-assessment). Project-oriented learning and interdisciplinary communication are methods witch widely used in Finnish educational system. Digitalization significantly helps in their successful implementation and allow to combine in lessons those elements: 1) pupil’s digital skills and their desire to use digital devices; 2) performance of a specific learning tasks which have for students the goal (finding relevant information), the benefit (new knowledge) and interest (multimodality); 3) a trusting relationships between students and their teachers when the students make their tasks independently, creatively. The research methods are the method of critical interpretation, case study, the method of conceptualization, the observational method. The article also provides specific examples of the use of digital technology in different lessons in both ungraded and urban schools, in lower and upper secondary schools.

Background. The article presents the author’s experience of providing digital support for the university disci- pline Methodology of teaching the Russian language, code 44.03.05 (44.03.01) Pedagogical education. The arti- cle describes the characteristics of a professionally oriented course of teaching the Russian language in three formats: with web support, in the format of blended learning and online courses. Three main parameters are used, including the advantages and disadvantages of the formats under study and their short description. Research methods. The meth- ods of comparative and reflective analysis are used to obtain intermediate results of the operational-activity stage of the research. Results. The article raises important questions of designing a course for teaching the Russian language in a digital format, the choice of methods and forms of preparing a student for interaction in the digital environment, the development of linguomethodological content that addresses not only subject-specific training of a student in philol- ogy, but also develops the skills of project work. The research results include theoretical substantiation of the blended learning format in training teachers of the Russian language. A detailed schedule for the Methodology of teaching the Russian language discipline based on the blended learning model is presented. Conclusions. The practical significance of the study is determined by its direction at the development of project work skills in future Russian language teachers. An empirical study has confirmed the inefficiency of substituting the traditional educational process with online cour- ses in training students in the field of Methodology of teaching the Russian language, due to the importance of realizing the functions of upbringing and developing value orientations in students during the school course Russian language.

The aim of the article is to represent major trends of language research in digital communication and establish regularities of sign usage in mass media. The author explores mass media as an environment for functioning of a specific value system that procures existence of social structures that engage mass media and influences transformation of dominant values of the society. The main way of these structures’ destruction is deformation of meanings and language as a whole, which provides for influencing the consciousness of mass media users.

Modern media text as a polycode formation is perceived simultaneously through several channels that ensures significant effect of its influence. Specifics of speech impact, as a unit of media text, expresses its pragmatic focus and determines formation of special cognitive structures. These structures, on one hand, help mass media to represent

their value system, and, on the other hand, serve as specific guidelines providing a recipient with a certain mass media induced understanding of events in information environment. Such cognitive structures also spread to perception and interpretation of other fragments of reality.

Destructive influence of mass media language also manifests itself in frequent usage of visual signs and way of their usage – reduplication of constant content while the form changes. Such signs allow expressing non-differentiated negative evaluation of events and facts along with argot language. Discreditation of traditional moral and ethical values happens with the help of such signs. Simultaneously such signs prepare mass media users for creation of new ideals and principles interiorization of which becomes easier thanks to active English borrowings. Change of graphical and phonetic appearance of a word happening due to mistakes or intentional deformation promotes indirect destruction of its stable sematic connections.

This article is devoted to the description of the methodological heritage of Nikolai Andreevich Plenkin. The relevance of this study is determined by the need to study the history of methodology, which can help to predict its further development. In this respect, the contribution of N.A. Plenkin to the theory and practice of teaching the Russian language is of particular significance. During the study, the scientific and methodological works by N.A. Plenkin, as well as reviews of his books and publications about him, were reviewed using the methods of scientific literature analysis, systematisation and description. N.A. Plenkin enriched the methodology of speech development during the educational process by providing an original concept of teaching coherent speech and a methodology for teaching composition writing compositions on the basis of linguistic analysis of the original text. His contribution to the development of teach- ing methods in the fields of stylistics and culture of speech is of particular practical importance. In his books and articles N.A. Plenkin theoretically substantiated the method of text analysis, developed a number of useful methodological techniques (assembling ‘fuzzy’ text, working with parallel and deformed texts, stylistic commentary and stylistic experiment, etc.) and proposed his classification of stylistic errors and a system of activities aimed at their prevention.

The article gives an analytic review of classical works on the poem by M.Yu. Lermontov «Kogda volnuetsya zhelteyushchaya niva…». The article attracts attention to some new linguistic facts, the analysis of which allows a deeper inter- pretation of the poem. By comparing different viewpoints, the author reveals the implicit meanings of the poetic text and focuses on the grammatical structure of the poem by M.Yu. Lermontov.

This article sets out to carry out linguocognitive characterization of the mythonym Orpheus as an element of V.Ya. Bryusov’s code. The investigation of the author’s code involved the use of the field analysis method aimed at identifying the place of a language unit under study in the author’s worldview, which is organized by the author’s individual code. The study is based on the material of Bryusov’s poem «Uchenik Orfeya» («Orpheus’s student»), where this mythonym exhibits ideological and aesthetic dominance. The text analysis indicates that, in the work of Bryusov, Orpheus performs the function of a literary concept, the meaning component of which is represented by lexical items and established phrases describing the singer’s fate, while the emotional and expressive components are manifested by elements of sub- ject-thematic educational, landscape, animated, temporal, human codes.

This article analyses one of G. Ivanov’s poems, in which the syntactic and notional ellipsis creating a «default figure» is the main text-forming device and means of expressing meaningful uncertainty, while numerous lexical and semantic repetitions contribute to the ambiguity of key words, giving them symbolic meaning and expanding the circle of associations. The aim of the article is to help the reader of the poem to solve the riddle intertwined by the poet, which allows ambiguous answers.

This article provides a linguopoetic analysis of the poem by A.A. Voznesensky «Proshhanie s Politehnicheskim». The focus is on the means of creating dialogueness and conversationality, which obtained a vivid and diverse embodiment in this work. The category of dialogueness is realized both at the composition level (the main part of the text is the dialogue of the lyrical character with the audience of the Polytechnic Museum and the museum itself) and the level of the figurative component (rhetorical appeal and rhetorical exclamation). The category of conversationality is manifested using numerous colloquial elements, primarily lexical and syntactic.

This article sets out to analyse forms of the imperative mood, which bear the indirect meaning of obligation. The aim is to characterise the structure and semantics of phrases, in which quasi-imperative forms are used. This analysis determines the direction of grammatical transposition and its nature. It is suggested that the imperative forms with the meaning of obligation are interpretative in nature and indirectly reflect the alleged expression of will. The analysis uses descriptive and structural-semantic methods. The semantic groups of clauses that include the imperative mood forms under consideration are distinguished. The features of the use of imperative forms with the meaning of obligation in the modern Russian language are described.

The article examines the current unsolved problems of spelling toponyms: concatenated and hyphenated spelling; the use of capital letters, quotes, and letter ё. The author ascertains the causes of unstable spellings widespread in the printing industry, as well as critically analyses existing rules. Practical recommendations aimed at unifying the spelling of toponyms are given.

This article considers the problem of teaching main syntactic units – phrase and sentence – during the university course devoted to the syntax of the simple sentence. Terminological innovations and principles of systematization of Russian syntactic units are provided. The question is raised on the efficiency of two approaches to teaching syntax at university, i.e. traditional based on typological linguistics and combined. The advantages of the latter approach are described.

Book Review: Globalisation and Slavic Languages. Materials of the 16th International Congress of Slavists. Word-formation Commission.

Round Table «The Role of Scientific and Methodological Journals in the Training of a Modern Teacher».

Vladimir Ivanovich Makarov (1938–2019).

Thematic Index of Articles Published in the Journal «Russian Language at School» in 2019.