In modern society, it is relevant to preserve the cultural-historical identity of Russia and the people’s moral values reflected in the mother tongue. Language plays an important social role since it is viewed as a social phenomenon that reflects the peculiarities of the national character and psychology of each nation as well as the changes taking place in society. The word embodies the national spirit and the national self-awareness of the people. Specific features of national culture, the people’s traditions are manifested in folklore, set expressions, works of art. The paper considers the basics of the content of the school Russian language course (i. e. Russian as a native language) which facilitate learners’ awareness of the native word as a tool for understanding the national picture of the world. The research has identified lexical units contributing to the formation of students’ values-based attitude to their native language and their role in the formation of a linguistic personality. These lexical units include phraseological units, small genres of folklore (riddles, proverbs, and sayings). The paper also characterises the linguocultural concept and the specific features of its analysis to cognize the national picture of the world. Mastering the mother tongue as a cultural phenomenon, schoolchildren conclude that the native language reflects the nature of the historical and intellectual development of society. Moreover, they realise it is the property of all people belonging to this society and a source of the nation’s unity and spirituality.

The paper considers N. M. Shansky’s scientific and popular scientific writings as a resource available to a modern teacher of the Russian language. Teachers can use these materials to spark students’ interest in studying Russian, to enhance their research skills and their ability to identify patterns and discrepancies between the phenomena under consideration, including the development of project research assignments. The study analysed scientific, educational, scientific reference, and popular scientific sources. It also employed observation, search, and descriptive methods as well as  comparative analysis and scientific modelling. The paper presents those tasks whose content is based on the ideas and information reflected in N. M. Shansky’s works. I propose using such tasks in studying lexicology and phraseology, word formation and spelling, in mastering the functional varieties of the Russian language, and in characterising the stylistic features of texts of different types. The paper describes a variety of techniques for working with etymological, explanatory (defining), phraseological dictionaries, and literary sources. It also includes tasks for comparing entries in dictionaries of the same type as well as scientific reference and popular scientific texts. The paper provides materials for language warmups, entertaining tasks, topics for research papers. Additionally, I show the feasibility of using groupwork and referring to Internet resources. The paper concludes by arguing for the enduring value of the ideas suggested in the scientist’s works. Moreover, I highlight the potential of these materials for developing modern students’ crucial competencies as well as achieving personal, subject, and meta-subject learning outcomes formulated in the federal state educational standards.

The paper uses the example of a learning session which focused on working with the concept of ‘syllable’ to reveal the essence of the interdisciplinary approach. The method involves blurring or even obliterating the boundaries between subjects within the framework of the educational process. This concept creates conditions for the implementation of the principle of interdisciplinarity, since, firstly, it belongs to the terminological systems of both linguistics and literary criticism. Secondly, it is impossible to apply this principle without updating the linguo-stylistic concepts common to both philological sciences. Students of the 11th form completing the tasks assigned by the teacher approach the comprehension of philology as a global system. This development is determined by their attention not only to the lexical meaning of the lexical concept, but also to the meanings that it expresses in different contexts, including literary and artistic ones. The paper characterises the stages of schoolchildren’s activity which involves lexical work aimed at the differentiation of homonyms, completing the tasks of analysing and constructing phrases and sentences, commenting on aphorisms, analysing fragments from A. S. Pushkin’s and B. A. Akhmadullina’s works. Additionally, students have to do the assignment of identifying the offered microtexts written by poets of the Silver Age, understand the philological text as a way of generalisation, perform a creative task. At the same time, attention is focused on those types of students’ activity that are common Russian language and literature lessons.

The article characterises the conception of philological analysis of a literary text which was substantiated and developed in Academician N. M. Shansky’s works. The goal is to show the connection between this conception and the spiritual origins of philology as well as the traditions of Russian philological science. The research highlights the decisive role of the scientist’s ideas in the formation and development of the philological analysis of a literary text as science and art in Russian linguistics, literary criticism, and didactics. Additionally, the paper provides an extensive list of the academician’s writings focusing on the addressed problem. 

The article describes complex syntactic unities (CSU) as text units that constitute part of the lyrical miniatures "Sparrow" and "Pigeons" from the cycle "Poems in Prose" by I. S. Turgenev. The study employed the structural-semantic and comparative-contrastive analysis in conjunction with the descriptive-analytical method to determine and characterise the compositional and semantic structure of complex syntactic unities and their functional-semantic organisation. Additionally, the research identified lexical, lexico-grammatical, and grammatical means of interphrasal connection within the CSU. The paper concludes that I. S. Turgenev’s "Poems in Prose" are diverse in terms of composition and content. The miniature "Sparrow" consists of two CSUs built according to the classical three-part scheme (beginning, middle part, ending). In the miniature "Pigeons", only the first and the last CSUs have the three-part structure. The paper examines interphrasal means of connection such as common, characteristic of the CSUs in both miniatures, and individual, specific only to some CSUs. Each means of interphrasal connection conforms to the content, general idea, and artistic organisation of Turgenev’s poems. 

The article focuses on the contribution to Russian phraseology made by the famous Russian linguist Nikolai Maksimovich Shansky whose 100th birthday anniversary is celebrated in 2022. The research aims to analyse the scientist’s views on phraseology and his conception of phraseological units. Moreover, the paper explores the multi-aspect descrip- tion of the Russian phraseological fund and the classifications of phraseological units based on different grounds, namely with regard to their structure, origin, and stylistic marking. The research demonstrates the relevance of N. M. Shansky’s teachings at present. The scientist’s works in the fields of phraseology and linguodidactics comprise the material of the study. The scientist’s versatile knowledge, his linguistic knack, and great diligence enabled N. M. Shansky to contri bute significantly to the development of phraseology and phraseological formation. He also succeeded in substantiating the connection between phraseology and lexis, phraseology and stylistics, word formation and phraseological formation as well as in highlighting the role of phraseological units in preserving the Proto-Slavic lexical heritage. The paper notes the immense contribution of the scientist to popularising the Russian language, which is implemented in the numerous books, textbooks, and dictionaries for schoolchildren, including phraseological ones, which he authored. The results of N. M. Shansky’s scientific and methodological activities determined the development of scientific research in Russia and  abroad for many years to come. The systematisation of N. M. Shansky’s phraseological legacy is accompanied by references to the works by phraseo logists, lexicographers, linguoculturologists who develop the scientist’s ideas. In addition, the paper contains my historical and etymological materials developed in line with the traditions of his scientific school.

The article deals with a range of issues related to such a type of dictionaries as educational dictionaries of writers’ language, or educational author’s dictionaries. The relevance of the research is determined by the factors which researchers define through the concepts of "reading culture crisis", "a decrease in students’ vocabulary size", and others. The material for the analysis was a corpus of educational dictionaries of writers’ language, including editions of the se cond half of the 20th century and the first decades of the 21st century. The research relied on the methodology of lexicographic criticism based on the description, scientific evaluation, and a comparative study of dictionaries. The content and structural analysis of educational author’s dictionaries has shown that the main purpose of such dictionaries (namely to "explain the unclear") determines their strong affinity with defining and not other types of dictionaries. In terms of genre, they are complete explanatory dictionaries, dictionaries of difficult words (i. e. incomplete, similar to glossaries) as well as commentary dictionaries arranged as endnotes or in alphabetical order. At the same time, their word lists, dictionary entries, and description language generally correspond to the principles of educational lexicography although the specificity of the material being described relativises these principles. The study has shown that the general development of educational author’s lexicography started with dictionaries of difficult words which are now usually called dictiona ries of rare, obsolete words and the like and resulted in complete dictionaries of the language of one work. Moreover, an incomplete, as a rule of minuscule volume, educational author’s dictionary is most convenient to obtain information regarding the meaning of an unclear word and its main linguistic characteristics. A complete educational author’s dictionary is valuable when working with a literary text in its entirety. Russianists of different generations have contributed to the development of educational author’s lexicography. N. M. Shansky is one of them. For instance, he proposed a method for compiling line-by-line linguistic dictionary-type commentaries for particular works in the school syllabus. Commentary dictiona ries constitute an integral part of the modern corpus of educational author’s dictionaries.

The research summarises the general framework of N. M. Shansky’s PhD thesis which initiated a range of historical lexicological and synchronic linguistic studies. The paper provides arguments and examples showing the development of the scientist’s ideas on the lexical material of the 19th century. An example is N. M. Shansky’s concept of "semantic centres" in the process of filling in important socio-cultural lacunae. Involving a range of lexemes in structuring the concept "Social Environment" through the formation of relevant connotative components in them (kazarmennost’ – salonnost’ – kabinetnost’ – berlozhnost’ – keleinost’ / Engl. barrackness – salonness – cabinetness or officeness – denness – secrecy) provides a good illustration of the scientist’s idea. The average (relative) number of derivatives with ­ost’­ in the modern language is 3 500 – 4 000 lexemes. The paper examines the lexical and word-formation innovations that expand the field of derivational bases (foreign vocabulary, calques or loan translations, and semi-calques as well as low colloquial vocabulary). Additionally, the study analyses the mechanisms of interaction between the formal and the semantic criteria with the supremacy of the latter as it contributes to the removal of the previous morphonological limitations (derivation from relative adjectives ending in ­skiy). Deriving lexemes with the double ­ost’ suffix has become possible within the word-formation pattern ending in ­ost’: one suffix is in the derivational base, the other – in the stem of the derived word (skorostnost’, lichnostnost’ / Engl. high­speedness, personhood). The paper also outlines the chronological dissonance in the formation of adjectival nouns ending in ­skost’ in Russian abroad half a century ahead of the time they appeared in the language of the metropole. The ­skost’ pattern expands the nominative field by means of including surname derivatives (dostoevskost’, chekhovskost’, stalinskost’, khrushchevskost’, and others). The semantic-motivational stimulus is the "semantic increment" formed in relative adjectives due to the strong pragmatic connotation of particular precedent surnames. Thus, lexemes with the derivational suffix ­ost’­ in the modern language show ample opportunities for development both on the basis of intralingual potentials and as a result of fo reign language influence. The research employed critical-analytical, constructive-synthetic methods, definitional analy sis, the method of distinguishing between synchronic and diachronic word-formation, multiple motivation, the method of analysing usual and occasional words.

The paper concerns the centenary of M. N. Shansky’s birth and provides a brief overview of those aspects of the scholar’s scientific and creative activity which he was involved in as an initiator of traditions and an innovator. For instance, he authored the first higher education textbook "Phraseology of Modern Russian". Moreover, the structure and content of the textbook "Lexicology of Modern Russian" became models for the authors of other vocabulary textbooks for many decades. The popular science genre of "history of words" targeted at teachers and schoolchildren was developed in N. M. Shansky’s papers and books. The popularisation of the genre in the pages of the "Russian Language at School" journal (N. M. Shansky was its editor-in-chief for over 40 years) made the "history of words" an integral part of the Russian language teaching process. N. M. Shansky played a significant role in the development of Russian phraseology and phraseography. He not only created an expanded, in comparison with V. V. Vinogradov’s, typology of phraseological units of the Russian language, but also authored and co-authored many phraseological dictionaries, including the first etymological dictionary of Russian phraseological units. N. M. Shansky also occupied a special place in the history of Russian lexicography: he authored and co-authored a host of Russian language dictionaries, including the multi-volume "Etymological Dictionary of the Russian Language", and several typologically new dictionaries. Moreover, as the author of the lexicography section in a textbook on lexicology, he laid the foundations for the tradition of typologic al characterisation of Russian dictionaries. The content of his essays about dictionaries is also valuable. I prove this thesis in more detail using N. M. Shansky’s essay on the "Shakhmatov’s" academic dictionary of the Russian language. This paper attempts not only to comprehensively characterise the legacy of N. M. Shansky as a lexicologist, phraseologist, lexicographer, and methodologist, but also to emphasise his innovation and the invaluable contribution he made to the development of national science and education.