In this article, the author sets out to investigate the principles of teaching schoolchildren how to work with word concepts during Russian language and literature lessons, including distinction between the lexical meaning of the word and the concept, creation of the image of a word concept (on the example of the concept "face"), visualisation of concepts, textocentrism. The identification of these principles is based on the analysis of scientific publications and accumulated pedagogical experience. The concluding part of the article correlates classroom activities of working with word concepts with the content of Russian state exams in the 9th and 11th forms.

One of the most important tasks of a teacher in a modern school is to form linguoculturological competence among students, i.e. attitude to the word as a cultural phenomenon and a spiritual and moral phenomenon. In the lessons of the school course of the Russian language, it is important to show students that the word is the bearer and keeper of the spiritual culture of the people. For this purpose, it is necessary to analyze keywords – symbols of national culture, for example, in the process of working on a linguoculturological project, which includes the following stages: drawing up a lexicographic portrait of a word; analysis of various texts – fiction, journalistic, popular science, etc., containing cultural studies information that is associated with the object of study; work with art sources: paintings, musical works, etc. related to the object of study. The article shows how, in the lessons of the Russian language from linguoculturological positions, you can explore the word birch in the whole variety of its meanings and uses. The result of the joint research activities of students and teachers should be a linguoculturological project on the theme «A birch tree as a symbol of Russia», which includes the following «pages»: lexicographic, etymological, word-forming, phraseological, folklore, literary, art history, cultural.

This article presents examples of practical work pertaining to suffixial homonymy in collating the learning of nouns and adjectives in grade 6. During individual work and exercises, students compare the structure and meanings of homonymous suffixal morphemes of words having various lexical and grammatical features.The author contends that learning of suffix homonymy contributes to enriching students’ vocabularies, develops their cognitive activity and brings elements of research efforts into the lesson.

The article describes main directions in the selection of test materials for the All-Russian Olympiad (hereinafter Olympiad) for schoolchildren in the Russian language, as well as forms of their presentation. An analysis of some tests in the regional and final stages of the Olympiad was carried out. It is shown that the process of selecting test materials for the Olympiad is influenced by such problems of teaching the Russian language at school as formation of normative literacy skills, ability to work with various types of linguistic dictionaries and reference books, ability to evaluate the processes occurring in the modern Russian literary language.

This article reviews works devoted to the methodology of teaching orthography (spelling) published in the Russian Language at School journal from 1979 to 2019. The reviewed works cover the following aspects: theoretical (linguistic, didactic, psychological and psycholinguistic) foundations of teaching orthography in secondary school; study techniques and methods for explaining spelling rules; essential characteristics of the various methodological systems for a phased process in studying complex spelling rules; types of developmental spelling exercises; lesson plan description, repetition of spelling topics and systematization of the lessons studied at different levels of secondary education from grades 5 to 11 in accordance with changing requirements of Federal State Educational Standards and respective textbooks for teaching Russian as a native language. The article focuses on the aspect of spelling training and preparing students for mandatory written exams in the Russian (native) language in grades 9 and 11, including the final essay in grade 11. In addition, the article provides a general overview of reviews of textbooks and spelling exercise workbooks for pedagogues and pupils published by methodologists. The research methodology was based on the theoretical analysis of scientific knowledge (problematic, comparative, aspective, recapitulative) and practice-based experience of pedagogues. It is concluded that the reviewed publications (in the indicated period) are relevant for modern readers.

In this article, the author refers to the methodological heritage of a Russian philologist of the 19th century P. M. Perevlessky. In his book «Practical orthography with preliminary comments» (1842), P. M. Perevlessky proposed a “proofreading exercises” (carefully checking a text for errors) as practice techniques for learning orthography for schoolchildren. He emphasized the close relationship between spelling and grammar. After the publication of his book, the term «cacography» was introduced into scientific parlance, which is also used in modern methodology of teaching the Russian language. The author notes that there are still supporters and opponents of “proofreading practice”.

The article considers dialectisms as an expressive tool in the prose of F. A. Abramov, a writer who was born and devoted his professional life to Russian North. Dialectisms reflect national cultural archetypes, thus having a significant visual and figurative potential. It is shown that Fedor Abramov, who promoted the freedom of linguistic choice in artistic expressions, actively and skillfully applied the folk language in all its diversity, including all types of dialectisms that perform nominative, characterological and stylistic functions. Ethnographisms are considered as a prominent examples of dialecticisms, whose meanings are fully manifisted in a literary context. The use of northern dialectisms allowed Abramov to emphasize important meanings, give an adequate characterization of characters and form a figurative system of expressions.

The article investigates the semantic identity and intertextual correlation of adjectives used by F. A. Abramov in his story «Wooden horses». The study focuses on the conceptual significance of adjectives in a literary text. The aim of the research was to discover the role of quality-denoting lexemes (qualitative concepts) in the formation of artistic images and expression of the author’s intention on the basis of a linguistic analysis of adjectives. The most active lexico-semantic groups of adjectives are described: time, human character, material, appearance of objects, human physical appearance, colour and light, intellectual assessment, mirative assessment; and proves the role of adjectives in the conceptualization of literaty images. On the basis of quantitative and semantic analysis and also taking into the account the syntagmatic features of adjectives, the important conceptual semantic fields – «Time» and «Man» – are defined. A detailed analysis of the semantics of adjectives helps to ascertain the correlation of conceptually relevant meanings in the text, as well as to bring the reader’s interpretation closer to understanding the author’s intention.

The article deals with B. Shergin’s world view represented in figurative comparisons. The artistic prose and diaries of the writer were used as a source of linguistic material. The research material was obtained as a result of purposive sampling. The aim is to characterize the features of the conceptual system and the world view of B. Shergin, shaped by Russian Northern culture, art education and religious views of the writer. The semantic spheres, which had an importance for the writer (nature, human, artifacts, sphere of «Me») and manifested in comparisons were considered. The key concepts having a particular significance for the writer («ship», «house», «sea», «river», «nature», «soul») were identified. Correlations between these concepts intertwined into a single conceptual system, which consists of universal, regional and the writer’s unique components, were established.

The main aim of this research was to identify the features of B. V. Shergin’s cognitive style through comprehension of the artistic image of the sea in the works of this writer. An analysis of this image was conducted from the standpoint of cognitive poetic. Cognitive poetic is considered as the main method of linguopoetic interpretation of a literary text, whose basic principles include analysis of conceptual structures reflected in the text. In the process of research, the concept of “cognitive style” in correlation with the literary text was clarified, The components of cognitive style, objectified by the image of the sea were specified. Since the literary text was interpreted from the position of cognitive poetics, the main attention was paid not only to linguistic, but also to mental structures. Furthermore, the article explores the wellknown structures of knowledge: presuppositions, concepts, motives, ideas, etc., along with semantic dominants and semantic constructs as strong meaning formations, which are determined by the author’s needs, values, world view and world perception. Therefore, the process of text interpretation takes into account the specificity of linguistic and artistic consciousness of the author, including features of the socio-cultural consciousness of Pomors (members of a subculture). The study showed that each component of B. V. Shergin’s cognitive style has its specific characteristics. The manner of presenting information in the text is characterized by a special emotional tension: understandable and close to the people daily life gets an ontological understanding. Among the cognitive mechanisms, the secondary conceptualization of the concepts of Russian Northern culture plays a special role: many of them acquire a sign of spirituality. It is shown that the specifics of the author’s cognitive style is determined by the features of his consciousness; therefore, the knowledge as sententias, semantic dominants, semantic constructs, stereotypes, values and oppositions holds the central position.

The article discusses the functioning of colourisms in the linguistic space of a literary poetic text and their role in creating an author’s worldview. For analysis, the poetic cycle by O. Fokina «Wreath of Sonnets» (1998) was chosen. Сolourisms are described from the position of the recipient. Among them are those directly denoting colours, as well as indirect colour designations represented by individual thematic groups of aesthetically significant lexis. The author considers their mutual influence and connection with the context; analyses the composition of colourisms, the features of their use and the role in creating a common colour palette of the cycle and visual flexible verbal images. It is concluded that the verbalization of colour in the «Wreath of Sonnets» by O. Fokina relies on the use of lexical units denoting colour both directly and indirectly (associatively). The direct colour designations in the cycle create a predominantly achromatic palette. The chromatic palette is formed primarily by lexical units denoting colour associatively

The confix is the most common term denoting the combination of word-forming affixes attached simultaneously to the derivative stem. There is no consensus in linguistics regarding whether complex morphemes should be distinguished, and if so, what should be attributed to them. The semantic autonomy of word-forming affixes included in the combination is indicated as the main argument against the allocation of complex morphemes. The article examines the extent of semantic cohesion of their components on the example of confixes of nouns and verbs. The present findings confirm that the following confixes comply with the criterion for the unity of component values: (1) substantive confixes with a spatial value, a collective value and the value of incompleteness of feature; (2) verbal confixes with the meaning of perfect forms; (3) confixes with desemantizated prefixes or suffixes.