The paper considers the St. Petersburg concept of emotional intelligence development as a promising approach to implementing linguoconceptology in education. The aim of the study was to test a concept analysis model built on the technology of mastering the key concepts of Russian culture and the theory of multiple intelligencies proposed by Howard Gardner. The three scientific approaches – emotional intelligence theory (D. Goleman), linguoconceptocentric theory (N. L. Mishatina) and classical hermeneutics (F. Schleiermacher) constitute the methodological framework of the research. From the standpoint of hermeneutics, investigating how learners understand and interpret the emotional concept ‘the images of the lyrical hero and the heroine’ in the prose poem "To the Memory of U. P. Vrevsky" by I. S. Turgenev highlights their progression from the formation of one emotional competence to another and finally to building and developing emotional intelligence. In the course of the hermeneutical study the lyrical hero’s image is considered from the viewpoint of the emotional linguistic persona; the text of the poem is discussed as an emotiogenic text. Within the framework of laboratories-studies a system of tasks was developed to form and develop learners’ emotional intelligence. The metaphors created by the teacher and the students as well as the text of a concept-centric essay comprise the results of doing the abovementioned tasks during laboratories-studies. Our data provide evidence that conceptual analysis enables learners to decode the emotional content of the author’s values and implications. The development model of emotional intelligence based on hermeneutical conceptual analysis provides an opportunity to internalize and reinterpret iconic cultural texts, bridge the cultural generation gap and put Generation Z into the context of world history.

. The paper deals with the issues of using the linguistic cultural approach to teaching Russian and Russian as a native language to boost learners’ cognitive activity. During the study, the basic principles and types of linguistic cultural work are characterised. The paper also describes areas where linguistic cultural material can be used. Additionally, a number of specific tasks facilitating learners’ cognitive skills development are given. The descriptive method is the main research tool in conjunction with some elements of comparative analysis. It was found that the linguistic cultural approach to teaching Russian and Russian as a native language is an important component in education as it enhances learners’ cognitive activity. Moreover, it provides comprehensive solutions to teaching and educational challenges.

The paper attempts to perform philological commenting on one of the most well-known Leonid Andreev’s short stories "Petka at the Dacha". Linguostylistic analysis enabled the author to discuss the specific features of the images of time, space and the characters in their language representation. The system of the conceptual oppositions "non-childhood – childhood", "dirty – clean", "gloomy – light", "dead – alive", "slow – fast", "ignorance – awareness", "existence – life" is the centrepiece of the inner text composition. The description of the boy’s behaviour, his relationships with those around him and the changes in his inner world creates the basic opposition of the two spheres in the protagonist’s life – "childhood" versus "non-childhood". Shifting viewpoints, subjectivation of the author’s speech and the use of imperfect predicates are important for the narrative structure organisation. Studying the key images of the work and comparing the elements which comprise its circular plot structure (the introduction and ending) allow the author to conclude that the ending strikes an optimistic note and generates a life-asserting pathos.

The paper explores personification of common nouns and their imaginative-philosophical semantisation in the transition to the class of proper nouns. This stylistic device is systemic for the creative work of P. G. Antokolsky, one of outstanding Russian literary artists. The aim of the study is to identify the nature and contensive-semantic parameters of the personification of names because the poet’s process and result of world perception are concentrated in these parameters. The structural-semantic, holistic-systemic, historical-functional methods in conjunction with elements of the motif and hermeneutic analyses of literary texts in a variety of contexts (mythopoetic, historical-cultural, ethico-aesthetic) were employed to achieve this goal. The phenomenon of ontologisation of the concepts micro- and macrocosm is a characteristic feature of P. G. Antokolsky’s poetry. These concepts become independent poetic images possessing anthropomorphic qualities. Such images (e. g. Life, Time, History, Tragedy) emerged as a result of the author’s artistic generalisations. They accumulated concepts which are not infrequently verbalised with abstract vocabulary. The images acquired human qualities, became a crucial part of the narrative structure and were incorporated in broader paradigmatic and syntagmatic relations in the poet’s literary work. The most striking example of name personification is found in P. G. Antokolsky’s poem "Maiden Offence". In this piece, the mythosemantics of the main image (i. e. the author’s lyrical addressee) is determined in close connection with the artist’s historiosophic stance.

L. S. Vygotsky’s cultural-historical theory postulates the underlying unity of psychological and social factors contributing to the formation of man. It explains both internal factors determining the evolution of consciousness and social trends in social development. The paper highlights the role of L. S. Vygotsky’s theory in the interpretation of the changes in the modern human consciousness. These changes are caused by new culture tools of knowledge building currently created in the information space. The author emphasises the following ideas proposed by L. S. Vygotsky: 1) signs are functionally analogous to tools; 2) culture intentionally creates objects to realise its communicative-significative function; 3) sign utilization leads to the formation of fundamentally new associative bonds in the brain. Such bonds create a novel regulatory mechanism of human behaviour; 4) social determination of man is achieved with the help of signs; 5) the formation and functioning of mind depend on the means of thought and individual sociocultural experience; 6) ‘socialised speech’ influences the evolution of inner speech as a specific type of thinking-in-words and the logic of thinking; 7) the historical evolution of human culture plays the key role in the formation and functioning of individual psyches; 8) due to sign usage the nature of human evolution changed from biological to sociohistorical; consequently, mankind’s evolution significantly depends on the signs used by individuals. Modern digital technologies actively generate signs whose nature is contrary to verbal ones. The process of globalisation and the values of the post-non-classical mindset sustain generation of such signs. Globalisation creates a standardised and maximally regimented reality, which contributes to the reinforcement of reduplication as the socially approved way of knowledge use. What is more, globalisation requires revision of the traditional humanistic values and customs. Post-non-classical thinking enhances individuals’ feelings of insecurity and uncertainty, thus nearly making them act within the framework of conventional behavioural and mental models.

The paper aims to demonstrate possible approaches to solving problems arising during comprehensive linguistic description of the language ability, speech competence, speech activity of Generation Z. This purpose was achieved with the help of evaluation of speech acts performed in the process of associating and in the course of spontaneous connected written speech activity. Material: the results of free and directed pair by association tests conducted by the author in 2010–2012, 2015–2016, 2019–2021. Additionally, essay texts about the topics «I and the world around me», «If it were not for computers and tablet computers», «My city» («What places in Omsk do I like to visit? Why? «), «Who do I want to resemble?», «An elderly person. What is he / she like?», «Old age. What is it like? «, «In my old age I will…», «Happiness… as I understand it» were used. The essays were written by school students of the 7th, 8th and 9th forms in 2005, 2010, 2015–2016, 2020. Methods: free and directed pair by association experiments, comprehensive text analysis. The latter enabled the author to define the following parameters: communicative (speech strategies and tactics, communication types), cognitive (actualisation of meanings and cognitive structures), semantic (word selection, distribution of object features, identification of predicates and so on), statistical (the number of words per sentence and sentences per text). The results of the study: specific features of speech actions during free and directed pair by association tests were determined. Additionally, the research revealed that Generation Z members use slang verbal and graphic signs; typical scenarios caused by certain cognitive fragments which are present in their linguistic consciousness prevail. Conclusions: I-to-subject communication is the key means for organising narration, and it dominates the communicative organisation of connected texts independent of the topic. Semantic text development is based on the form and contents of the title and virtually follows it in the reactive dialogical mode. Introductions and conclusions in the essays are reduced. At the informational level, conceptual information outweighs factual and directly develops the thesis implied in the title. The variety of semantic, conceptual, cognitive features of the texts is limited; the essays are devoid of conceptual multiple layers. The development level of teenagers’ discursive thinking, in particular, inadequate development of speech activity determines their mastering of the format of a cohesive speech piece. This is shown in organisational simplicity and insufficient text volume; cohesion is achieved with the help of lexical and syntactic repetition. In the process of written speech, the types of performed speech actions aimed to verbalise meanings are connected with the reproduction of cognitive scenarios (temporal, identification, existential) already formed in the mind. The mentioned scenarios are also manifested during free and directed by pair association in the experimental setting.

The study deals with the difficulty in identifying the relations between word formation on the one hand and syntax in its broad sense (i. e. including text as a linguistic unit) on the other. The paper focuses on the semantics and grammatical properties of verbs derived from adjectives (cf.: красный / red – краснеть / to redden, толстый / thick – толстеть / to thicken and others). The aim is to describe the correlation between the systemic grammatical properties and the functional-textual potential of such verbs on the basis of the available existing literature on denominal verbs with the semantics of property change. The research will help to redefine the understanding of syntactic derivation. The functional-semantic approach proposed by G. A. Zolotova is employed to examine verb vocabulary.

 The author considers the conditions necessary to discern variable means of forming lexical units. The aim of the paper is to identify the rising trends which characterise variation in the sphere of word formation in the modern Russian language. These trends are described analysing the traditional criteria which determine the potentiality of varied morphemic division and identifying the means of word formation. The employed research methods included observation and description, morphemic and word-formation analysis, classification and systematisation. The material of the study is the derived lexemes obtained from contemporary media and advertising texts. The author describes the factors determining the possibility of employing the variation approach to identify ways of word formation. Additionally, new trends which broaden the sphere of derivational phenomena and undermine the entire derivational system of the Russian language are examined.

The paper discusses the problem of choosing a well-grounded spelling of a district name located in the north-west of Moscow. The study examined the use of the ancient toponyms from which the present-day placename originated referring to extant Russian written texts. The specific features of the interpretation of ancient toponyms in cartographic materials and lexicographic sources were shown. Taking into consideration the traced and properly substantiated etymology of these toponyms, the author provides guidelines for their spelling and pronunciation.