The paper considers the upbringing potential of a Russian language textbook, namely the formation of the qualities of citizenship and patriotism in school students. The relevance of the study is determined by the necessity to overcome the spiritual crisis in society as well as by the return of upbringing to school and the implementation of the new «Tentative Program of Upbringing» and the third generation FSES. In accordance with the two documents, upbringing becomes an obligatory part of the teaching process. The paper aims to examine those textbooks on the Russian language that are included in the federal list. This analysis evaluates the potential of such textbooks for patriotic education. The employed methods include theoretical analysis of research literature, analysis of normative documents, and content analysis of five textbooks for fifth-form school students. The presence and absence of materials promoting patriotic education in the textbooks was chosen as criteria for analysis. The materials in question include 1) information about Russian as an official language; 2) statements about the Russian language; 3) representation of Russian symbols; 4) language units comprising the nominative field of the concept «motherland»; 5) exercises revealing the multifaceted image of Russia. The study has identified specific gaps in the content of the textbooks, especially with respect to criteria three and four. The data presented in the paper can serve as a basis for updating textbooks as well as for the work of those teachers who focus on promoting the values associated with patriotism among their students.

The paper analyses L. A. Khodyakova’s contribution to methodology and emphasises the fundamental role of the principle of co-studying language and culture within the framework of cultural approach to teaching Russian and developing students’ speech. The study focuses on the ways to implement the above-mentioned principle in school practice proposed by L. A. Khodyakova as well as on the methods of linguistic and cultural text analysis and analytical-synthetic conversation. A lesson plan built on an excerpt from the novel «War and Peace» by L. N. Tolstoy and in compliance with L. A. Khodyakova’s recommendations is given as an illustration.

The paper examines the issue of designing planned learning outcomes in the process of teaching Russian to school students. This problem became especially relevant after the adoption of the Federal State Educational Standards for primary, basic, and secondary general education. These standards define requirements for personal, meta-subject, and subject-related learning outcomes. Teachers had to respond to the need of specifying planned learning outcomes for an academic year, a topic, an academic period, a lesson taking into consideration the requirements of the system-activity approach as well as different levels of achieving these outcomes by different students. The paper analyses foreign and domestic experience in developing taxonomies for educational purposes and presents the taxonomy of planned learning outcomes developed for Moscow Electronic School. The research is based on theoretical and empirical methods. As a result, planned learning outcomes for the topics included in the course in Russian studied in the fifth form were defined. The obtained results were uploaded to the platform of Moscow Electronic School. Three types of learning outcomes were identified: reproductive, productive, and reflexive. Additionally, the paper describes the possibilities of using the «Planned learning outcomes» service of Moscow Electronic School by teachers. Planned learning outcomes are a methodological tool in teachers’ work. They help to specify lesson objectives, select lesson content, choose the forms of organising students’ activity aimed at producing subject and meta-subject outcomes.

The paper addresses the issue of establishing the naming motive reflected in the Russian saying which is well-known in colloquial language, national fiction, and journalism. The existing common and scientific interpretations of the saying are critically examined. The historical and lexicological analysis of the use of the word gorshok (engl. pot) in Russian written manuscripts, folk subdialects, and lexicographic sources enables the author to reveal the reasons why the lexeme was included in the saying. Taking into account the syntactic structure of the saying and the function of the conjunction hot’ (engl. though), an attempt is made to adequately interpret the meaning and motive for this nominating.

The paper is devoted to the description of Vsevolod Evgenievich Mamushin’s methodological heritage. The research relevance is determined by the necessity to study the history of methodology to predict its further development and by the significance of V. E. Mamushin’s contribution to the theory and practice of teaching Russian. The materials of the study include research, educational, and methodological works by V. E. Mamushin as well as publications about him. Theoretical analysis of scientific literature, systematisation, and the descriptive method were used in the course of preparing the paper. V. E. Mamushin enriched methodological science in the field of the methodology for learners’ speech development. Namely, he developed original concepts of a) expanding students’ vocabulary with figurative language means; b) improving independent writing skills; c) forming skills necessary to monitor text quality. Moreover, V. E. Mamushin made a substantial contribution to studying the patterns of children’s speech development. He also theoretically substantiated the potential of the text perfection method for learners’ development, suggested his own classification of speech errors and a system of activities to prevent them.

The article aims to identify the linguistic means (first of all those which can be considered as marking the writer’s individual style) employed in N. A. Teffi’s short stories to convey ironic comicality. The research was performed with the use of the descriptive, linguostylistic, semantic methods, componential analysis, and elements of statistical analysis. As a result, the undertaken study made it possible to identify a wide range of linguistic units belonging to different linguistic levels. The combination of these units and various stylistic devices which were revealed while analysing the expressive speech structure of humorous texts results in the maximal humorous effect. The paper concludes that subtle irony viewed as the dominant expressive colouring of the text in humorous stories by N. Teffi and the device that marks her individual style is created with the help of various linguistic means. These means can be roughly divided into two groups: the basic humour-building and background ones. The latter group facilitates a more obvious manifestation of ironic comicality. The first group includes pun and non-pun means of conveying ironic expressivity. As for non-pun linguistic means, elements of the stylistics of the absurd, paradox, oxymoron, metaphor, metonymy and synecdoche, chiasmus, periphrasis, allusion, ellipsis, parallelism, simile, refrain, radical transformation of phraseological units are characteristic of Teffi’s individual style. With regard to the means of expressing irony build on pun, Teffi employs units of language and speech with identical and similar expression planes. Polysemy, usual and occasional homonymy in combination with such lexical and lexical-phonetic means of explication of phonetized puns as usual and occasional paronomasia and – more rarely – homophony form the lexical basis of semanticised puns. The author often uses amphibology and the literalization of phraseological units to produce ironic punning effect. The second group includes auxiliary means of creating ironic effect: imitation of children’s speech, the technique of speech self-disclosure, citation, macaronic language, spoken colloquial phraseology, colloquialisms and obsolescent grammatical orthoepic variants, charactonyms and parodic surnames.

The relevance of the article is determined by the fact that V. G. Rasputin’s prose is mostly researched from literary and methodological perspectives; less attention is devoted to its linguistic analysis. Despite the abundance of studies focusing on individual aspects of the short story "French Lessons", its holistic linguo-stylistic analysis has not been performed yet. This paper aims to provide a comprehensive description of the linguistic and stylistic specific features of the literary work in question. The research relies on the contextual, aesthetic-stylistic, linguo-poetic methods as well as level-by-level analysis. The paper identified a complex of linguistic means. On the one hand, these means are directed at the sphere of the environment depicted by the writer, and in which the main plot events unfold. On the other hand, they help to create the images of the author, the narrator, and the characters. The paper concludes that V. G. Rasputin made extensive use of lexical phraseological and grammatical means characteristic of the colloquial style to depict "fictional time". The characters’ specific speech features are reflected in the "author’s register" of the narration. The stylistic leitmotif of the story that determines both its composition and its imagery is a complex interaction of different viewpoints (those of the author, the adult narrator, the child-narrator, the characters). "Narrative time" is an amalgamation of colloquial and stylistically neutral means, a frequent occurrence of the adult narrator’s free indirect speech employed to assess the protagonist’s actions and emotions.

The article is devoted to a linguopoetic analysis of one of those poems by Yu. Morits that are hard to understand. The main features of the literary work under consideration are the allegorical and "coded" nature of the depicted situation. The paper traces how the lyrical plot and the semantic structure of the text unfold using the method of "slow reading" and examining various aspects of the text organisation (its composition, word semantics, syntax, and the image of the lyrical hero). Careful attention is given to the auto- and intertextuality interplay in the poem. The paper suggests possible ways to understand the keywords and images; at the same time, it is noted that the complex semantic structure of the text permits ambiguous interpretations.

The article presents the results of a linguistic analysis of an excerpt from the novella "Notes from Underground" by F. M. Dostoevsky. In this literary work the protagonist-narrator looks back on his school years. The paper aims to clarify the range of issues outlined in the novella and the "underground man’s" image by identifying the principles of selection and composition of linguistic units. The research employed general scientific (observation, description, comparison, statistical analysis), general linguistic (structural, contextual, narrative, intertextual), and proper linguistic (syntactic, lexical-semantic) methods. The excerpt chosen for analysis is the key to understanding the psychology and ideology of the protagonist-narrator; it is characterised by dialogicity, paradoxicality, emotionalism, and expressivity which mark Dostoevsky’s individual style. The performed analysis makes it possible to conclude that the character traits the hero-narrator developed in adolescence remain psychologically dominant in his personality in his after-school life. The Underground paradoxalist’s Ideology is to a great extent a generalisation of the psychological experience of a person who did not overcome his teenage crises.