The aim of the study was to develop linguistic and methodological theoretical aspects of training the skill of paraphrasing, which constitutes an important element of reading literacy. To this end, the authors reviewed research and educational publications in the field of teaching the Russian language and conducted a pedagogical experiment to analyse pedagogical processes. Interrelation between the infosphere and axiosphere of Russian language lessons within the pedagogical discourse involves the division of didactic texts into informational and axiological, including modern linguistic and ethnographic texts that manifest Russian cultural concepts in the new information age. It is shown that various aspects of teaching paraphrasing and interpretation techniques on the basis of informational texts have already been elucidated quite efficiently. However, formation of the axiological component of reading literacy (teaching to paraphrase on the basis of linguo-ethnographic texts) has been undertaken within the framework of the present study for the first time. These issues should be considered comprehensively, in the context of language and values-based development of a personality.

This paper presents specific approaches and techniques aimed at developing the skill of compiling bibliography lists for research and project works in schoolchildren. The applied methodology involved the observation method, analysis and synthesis of the obtained empirical data and the modelling method. The author of the paper introduces a variety of techniques: games; monitoring of finished project assignments, their assessment and review; elaboration of instructions, recommendations; gathering of negative language material; editing, etc. It is concluded that the development of this kind of activity requires gradual and systemic training of students from early adolescence.

This paper sets out to clarify the criteria «Performance of a communicative task» and «Ability to consider the conditions of a speech situation» used for assessing the dialogue assignment at the Basic State Exam interview in the Russian language, as well as to outline directions for training conversational vocal responsiveness. The applied methodology included a correlation and discourse analysis of 9th-grade Russian students’ responses to the questions of the interlocutor-examiner, as well as a review of research and methodological sources. The author of the paper postulates that the fulfilment of the first criterion – «Performance of a communicative task» – entails an adequate interpretation of the question and consequent formulation of a detailed vocal response correlating with the question. A correlation analysis of interviews revealed that students’ inability to interpret questions and their insufficient apperception base generate such errors as violation of the subject domain of the question, question substitution, violation of the theme-rhematic structure of the answer, tautological character of the answer, poorly defined nominal group in the answer, absence of an answer to one of the questions in the series (question pair), formalistic answer. The second assessment criterion «Consideration of the conditions of a speech situation» – is correlated with the recipient factor, expressed in the speech code through the speaker’s performance of rapport-building and metalinguistic speech actions. A discourse analysis of interviews showed that students use numerous non-speech and nominal-speech units in their responses, which enable them to regulate their own mental activity, but appear to be invalid in terms of organising their speech with regard to a recipient. Vocalised pauses, puffs of sounds and filler phrases in the responses indicate tense speech production and a low level of lamprophony, thus making such responses difficult for the examiner to perceive. On the basis of the proposed interpretation of the criteria used for assessing dialogue speech, the author postulates the necessity of training speech responses in a dialogue situation, which can be organised in the following areas: 1) enrichment of the apperception base; 2) training the interpretation of interrogative statements; 3) teaching rapport-building and metalinguistic speech actions aimed at regulating mental activity and considering a recipient. The obtained results can be used for improving the methodology of preparing students for task 4 of the final interview in the Russian language, strengthening the continuity of training for interview at the 9th and Unified State Exam at the 11th grade.

This paper sets out to investigate problems associated with the formation of educational activity (including spelling) among students with disabilities. The author describes principles of speech therapy, generalises the results of long-term experience in studying dysorphography among primary schoolchildren with speech underdevelopment, indicates a positive and stable dynamics in the formation of a morphological basis for spelling activity (need-motivational, content-operational, control-evaluative components), as well as notes an overall increase in academic performance in the Russian language. The study has practical significance in terms of developing prevention and correction methods for managing this type of dysorphography among primary schoolchildren with speech underdevelopment. The described methods can be used for eliminating the mechanisms and symptoms of dysgraphia, carrying out a targeted and controlled formation of spelling activity, and improving spelling literacy. The obtained findings can be applied in speech therapy centres and educational institutions that carry out inclusive education of schoolchildren.

The paper is aimed at considering the most complex morphological norms of adjectives and establishing algorithms for their training in terms of grammar and spelling. The study was focused on the morphological norms of degrees of comparison, full and short forms of qualitative adjectives, regulatory restrictions in the formation of some groups of adjectives. It is proposed that students should structure grammar and spelling material in the form of tables and algorithms during lessons, which enhances intensive assimilation of the educational material. The study shows that individual compilation of algorithms promotes a deeper and stronger assimilation of the morphological norms of adjectives, since a differentiated and individual approach to the organisation of this work activates students’ cognitive competencies and their ability to consciously apply the gained knowledge of morphological norms in speech practice.

The author examines the main features of the individual artistic style of N. Leskov by analysing his chronicle «Soboryane» (1872). The specific features of Leskov’s approach to the chronicle genre are revealed. The components of the narrative manner are explored in detail; the linguistic representational and expressive techniques of the author, as well as his new lexical formations, are investigated. The paper outlines the literary and linguistic tradition, which Leskov addresses to his followers. The linguopoetic analysis was carried out in close connection with the ideological content of the literary work, which allowed the «inner linguistic world» of the text to be revealed.

The study presents a comprehensive analysis of one lyric poem by N. Rubtsov against the background of his biographical data and main literary works. The conducted linguostylistic analysis of the poem «Hot is that fog of the day...» revealed not only the direction of the wordsmith’s thought, but also the phonetic features and syntactic structure of the poetic text. The symbolism of the images that determine the originality of the poet’s idiostyle was clarified using the methods of consecutive analysis of stanza forms, comparative analysis and identification of lexical unit semes. The author of the paper disputes the opinion of a number of researchers about the inconsistency of the line Monument is a good cross! with Rubtsov’s creative manner, arguing the significance of this poem for comprehending the poet’s lyrics as a whole.

The title is considered as a text category of a synthetic character, a result of author’s analytical reasoning and his way of compressing information. As a frame element it is characterized by features of effectiveness and procedurality and gains a specific inference, combining initial and excretory knowledge, explicit and implicit information, text and subtext. The aim of the article is to identify how the semantics of the title are expanding as the poetic text is being developed and numerous and diverse prospective and retrospective links of its elements are formed. The analysis of the poetical text explicated its metaphysical and ontological nature. The information in the text is gradually introduced via an ambivalent method with a combination of demonstration and implication. A totality of information transmission, formed by principles of exaggeration, antithesis, parallelism and veiling was identified. A list of various stylistic methods enhancing the title, explicating its’ cognitive characteristics and executing a constructive function was revealed. Additional meanings of the words ‘persistence’, ‘activity’, ‘power’, ‘optimism’, ‘vulnerability’, ‘communicativity’, ‘compassion’, ‘faith’, ‘assertivity’, that are being brought into the title as the text goes, including a connection with the concepts «Autumn» / «Spring», «Faith», which justified its’ metaphorization and symbolization, were discovered. All this determined the metaphorisation and symbolisation of the title and allowed the poem to be referred to as metaphysical lyrics.

This article reviews the new lexical material related to the coronavirus pandemic. The empirical material was collected in the electronic database Integrum. The subject of the collected material are names of persons which were used in electronic mass media (newspapers, magazines, blogs, social networks). The volume of the lexical corpus is about 90 neolexemes. The collected corpus of innovations counts more than 600 words. The aim of the article is to describe the material from lexical and semantic, word-formation points of view, to demonstrate a language game.

The purpose of the article is to analyze cases of semantic and syntactic compression (contraction, constriction) in the Russian language. From the surface side the syntactic compression is a reduction of the phrase, due to the tendency to save speech effort. In fact – it is an actual method of compacting and packaging information, in which the internal structure of the utterance is transformed, some words get new functions, and others are omitted and reduced. Colloquial speech plays a special role in the spread and legalization of such cases of compression. Examples from fiction and journalism in Russian are given – such as archeology instead of archaeological excavations or sports instead of sports motorcycle. The article analyzes cases of complex, multi-component transformations, during which the structure of the phrase is significantly reduced and «condensed», for example: the richest people in Russia, recorded in the magazine «Forbes» → Russian «Forbes». Nouns (or noun groups) are usually used as key (reference) words that remain in the course of contraction. The article shows that the addressee (reader), as a rule, adequately perceives and understands such statements, based: 1) on previous speech experience (including standard models of metonymy); 2) on verbal and situational context; 3) on the rules of common sense. It is concluded that the analysis of utterances that include facts of semantic and syntactic contraction (as an element of «dynamic» grammar) helps to demonstrate the rich capabilities of the Russian language in terms of processing and packaging of thought.

The article is devoted to the problem of creating a complete and consistent rule about writing o/e after hushing sounds, which not only corresponds to codified language material, but also is the basis for a systematic assessment of both normal deviations in spellings and various dictionary fixations of new words. Using the example of this rule, the general theoretical issues of combining in the spelling rules the reflective side, corresponding to the language essence of the phenomena, and the conditional one, which makes it possible to adequately assimilate and use the writing norms, are considered. The article provides an analysis of different approaches to the description of the spelling, defines modern language factors that affect the choice of spelling. The new version of the rule proposed as a result takes into account all the material included in the academic Russian Spelling Dictionary. The rule also takes into account the factors that are already formed and are still emerging, which are active in this area of writing. All this provides a reasonable approach to codification of new words and control over the points of interaction of multidirectional factors. Moreover, the rule also contains a purely formal clause that does not require any language categories, which is effective for the automatic implementation of the rule in writing.