This article describes a psychological portrait of the digital generation and characterizes the modern students’ typical traits that relate to their cognitive and personal development, communication patterns, and new cultural practices. The author employs the methods of theoretical analysis and generalizing the results of relevant academic sources, as well as the method of extrapolation — the transfer of their conclusions about the Generation Z onto teaching the Russian language. Special attention is paid to the mental processes and phenomena that have been most affected by the spread of digital technology: cognition, memory, semantic reading and understanding, as well as speech. The author discusses the following phenomena: clip thinking, transactive memory, and transformations of speech development. The results show how the new opportunities and risks of digitalization create new problems in teaching the Russian language, in particular. In addition, the author provides the exemplary assignments aimed at the development of systemic thinking, memory, and speech.

This article studies two aspects of the changing orthographical norms of the contemporary Russian language: the linguistic one, which shows how the dynamics of the usual and codified orthographical norms are manifested, and the methodical one — how teaching methods should reflect the living language processes. The author proposes four directions for improving the content of the school course of the Russian language, conditioned by the changes in the codified norms: 1) expanding the studied language material with new words with a settled spelling norm and already fixed in the Russian language; 2) clarifying the rules’ formulations and updating the list of exceptions following the academic rules; 3) calculating the recodification, inevitable for the living language; 4) improving the lexicographical literacy, in particular, the knowledge of academic orthographical dictionaries. The author concludes that the method of teaching spelling in schools should rely on recognizing the school education as a factor in the functioning of the writing system. Teaching writing, if it follows the contemporary codification policy, supports the traditional system of Russian writing; it also contributes both to strengthening the system properties of orthography and to stabilizing the unstable sections of the orthographical system.

The purpose of this study is to show how using dictionary materials helps in creating the conceptual model, which separates the basic concept elements and shows stable communications between them. This article describes the training experiment and characterizes students’ studies of concepts, including how they employ different dictionary materials (linguistic, mythological, and concept dictionaries). The author pays special attention to how students work with didactic materials created by their teacher depending on the dictionaries’ content. The conceptual model, constructed as a result of the multifaceted activity, consists of two main components: 1) the poetic perception of home; 2) the everyday perception of home. Each of these components is further defined by a whole group of meanings.

The purpose of this article is to present a system for learning numerals in the 6th grade based on the methodology for compiling grammatical algorithms. The author examines the grammatical signs of the numerals’ types and the features of their spelling and declination, as well as the most grammatically difficult cases of numerals and nouns combinations. This article employs the collective and independent observation of students working with the grammatical material, its table systematization, and the algorithm compilation. The use of algorithms at the Russian language lessons creates the necessary linguistic foundation for improving the students’ speech culture; it also forms their algorithmic thinking and improves their spelling literacy.

This article provides a philological analysis of A. N. Maykov’s poem "Emshan". The purpose of this work includes demonstrating the poet’s stylistic and diverse craftsmanship, revealing the semantic, sonic, and rhythm-melodic refrains in the poem’s text, and a deeper understanding of its content. This has required using the methods of slow reading, historical and linguistic commenting, as well as the line-by-line, rhythmic-semantic, and immanent analysis. The results show that Apollon Maykov’s poetry is distinguished by a harmonious combination of pictoriality and expressiveness, the recreation of personal external and internal worlds in their unity and interpenetration, and the masterful use of the entire rhythmic-melodic palette of a Russian verse. The author of this article emphasizes the need to acknowledge this great Russian poet and his achievements, to popularize his creative heritage, and to conduct a more thorough and extensive study of his work at schools.

This article analyzes one of Gumilyov’s most famous poems, a deeper understanding of which requires a linguopoetic analysis. Using the method of slow reading and paying attention to the following elements: composition, intertextual references, semantic and grammatical structure of text, system of alliterations — the author of this study shows how the development of lyrical subject progresses and what the lingual form highlights in disclosing the poem’s ideological and descriptive content. The results of the analysis allow the understanding of the poem presented in contemporary studies to be clarified.

The purpose of this article is to reveal the linguistic and stylistic features of E. Krotky’s humorous idiostyle in the aphorism genre. That includes different types of the lexical dominants, which are the organizing centers of the punning aphorisms: polysemic, homonymic, paronymic, pseudo-antonymous, and pseudo-synonymous. This paper studies various ways of the authorial punning transformation of phraseological units and precedent statements. Having established the paradigmatic relations between the lexical units, the author of this article uses the classification and statistical methods and the method of transformation as the means of systematizing the linguistic material.

This article studies a highly productive way of Russian word formation — truncation. This method of word formation, considered to be the "youngest", plays an important role in the contemporary compressive word formation. The purpose of this article lies in identifying new trends in the area of truncation in the Russian speech of the early 21st century. The author reveals the structural types of truncation and determines their relationship in the contemporary Russian language. The largest group of truncated derivatives includes personal nouns; there are also other new subject groups of the truncated units noted. The results show that truncation in modern Russian speech is becoming more widespread than before and it begins to extend to other parts of speech besides nouns. The author pays attention to the interaction of truncation with the suffixation characteristic of contemporary Russian speech. The derivatives, formed by truncation, are different from univerbated nouns, which are formally attributed by adjectives, which are part of the substantive word formation; thus, a criterion for differentiating truncated univerbated words seems in order. The material for analysis includes modern fiction, texts from mass media, and oral recordings. Using them has helped in revealing the dynamics of truncation processes.

This article examines dynamic morphological processes – the transformation of the parts of speech (namely, attributive verbal forms and verbal nouns), as well as the syncretic cases of zero derivation on the example of young people’s speech. The author has employed the traditional complex method of analyzing the language material, which in turn has used the system of instrumental operations (synonymous rephrasing, downsizing, and opposition method; the latter allows examining the system connections of a word and their influence on the semantics of a word form), oriented towards developing the categorial value; the logico-syntactic and syntagmatic methods aided in determining the grammatical signs of language units. Using as an example the youth jargon, represented in the Dictionary of Colloquial Speech of the City of Arkhangelsk, this article shows the mechanism for transpositioning different word groups into interjections, where several lexem subgroups of the syncretic type function; in addition, the author identifies the basic directions for the different parts of speech transitioning turning into the evaluative vocabulary.

The rules for the spelling of adverbs have their specific character, which consists in their focus on different word groups (sometimes entirely small), distinguished primarily on the basis of word-formation and lexical features. One of such groups includes adverbs starting with vpol-. This article analyzes the use of these words in the contemporary texts, reveals the prevailing standard of their spelling or its absence, and determines the semantic criterion for distinguishing the adverbs and homonymous prepositional and case combinations. The results obtained help in clarifying the spelling rules for adverbs starting with vpol-.

The article is devoted to the history of the appearance and functioning of the word supertask (sverhzadacha) in the Russian language. Two lines of the lexeme functioning were distinguished: the first is associated with the etymology of the word, the second – with its use by K. S. Stanislavsky in the terminology system and the further entry of the unit into general use on the basis of determinologization. It is interesting that the second meaning has acquired the most widespread use. Only in the past two decades, the word has begun to lose its connection with the process of artistic creation. The purpose of the study was to briefly review the history of the word: from its first fixation in the Russian language and application by K. S. Stanislavsky (to designate one of the key concepts of Method Acting) up to modern contexts of use. The entry of the lexeme into the language was investigated using structural methods. The methods of contextual and distributive analysis were used to analyse both the contexts in which Stanislavsky used this word and the process of its fixation in the National Corpus of the Russian language. Statistical analysis was used to trace the dynamics of integration of the lexeme into the Russian language and its fixation in various spheres. The methods of component and comparative analysis were used to describe the formation mechanism of the initial term in the historical context. Borrowings of the term supertask (sverhzadacha) were found in other languages, indicating the spread of Stanislavsky’s system. The conclusion is drawn that the word supertask (sverhzadacha) functions in the Russian language mainly as a term from Stanislavsky’s system, gradually becoming determinologized and returning to the meaning conveying the logical sum of its constituent components.