The article discusses the current issue of methodological support for a Russian language lesson designed in line with the linguoconceptocentric approach. The research aims to justify the feasibility and the way of employing the hypertext journey method in the language education of secondary school students. Understanding hypertext as a non-linear text with hyperlinks, the author indicates its didactic purpose, i. e. to create conditions for students to receive additional information, audiovisual materials that contribute to the understanding of the linguistic concept(s) of the source text. Based on the analysis of scientific, methodological, and philological experience, texts of different genres, students’ creative works in conjunction with empirical research, a hypertext journey model was developed. It is as follows: a linguistic concept – the main (source) text – reference materials characterising the semantic fields of the word-concept (such as comments, dictionary entries) – aphorisms, proverbs – conceptually (thematically, ideologically, axiologically) related texts – works of audiovisual arts – own text (a conceptocentric essay). The paper describes didactic material, i. e. hypertext. It is comprised of fragments of literary (prose and poetic) and non-fiction texts united ideologically, axiologically, and thematically (conceptually). Such texts are characterised by linguistic importance and philosophicality which are subjected to interpretive, philological, and conceptual analysis. Attention is given to the technique of hypertext composition. The research determines the stages in following the hypertext journey method in the classroom: from presenting a concept to writing a conceptocentric essay. Testing carried out on the example of the hypertext journey ‘Art’ shows that this method significantly enhances schoolchildren’s semantic basis. Moreover, it helps them structure their art knowledge system, provides material for students’ own creative works, teaches them to use what they read as an argument in an argumentative text, and promotes speech development. As a result, this method enriches schoolchildren’s conceptual sphere.

The article discusses the burning issue of transforming teaching methods and modes in the context of the main trends in philological education based on the use of digital tools. The article aims to show how the modern educational space of a lesson is organised employing digital storytelling. This technique was used as a basis for developing an innovative philological project foregrounding A. S. Pushkin’s biographical information, the content and language of his works on the eve of the great poet’s jubilee. The major focus is on Pushkin’s name in the realities of Kaluga and Kaluga Oblast. Research methods include analysis of the main teaching modes and technologies in problem statement in conjunction with modelling a lesson based on project work, systematisation, and generalisation. As the main result, we propose a methodological description of the Abducted Bride project, including its main stages. They are as follows: constructing the plot of the story; designing assignments during the quest; determining the format of interaction between schoolchildren and the teacher and the learning environment; selecting multimedia and digital resources to visualise the story. Due to the extensive use of different types of information (visual, auditory, practical), interactivity, an interesting plot, and familiar characters, the developed project enabled us to increase the school students’ motivation for learning the Russian language, literature, history, information technology. Moreover, it also aroused interest in studying their birthplace, made the schoolchildren pay attention to objects in urban space. Through such landmarks, the school students once again turned to the great Russian poet’s personality and work. Thus, digital local history storytelling is a new way of organising the educational space of a lesson. This technique meets the modern requirements for the formation of students’ project thinking and project competencies.

The article discusses the current issue of methodological support for a Russian language lesson designed in line with the linguoconceptocentric approach. The research aims to justify the feasibility and the way of employing the hypertext journey method in the language education of secondary school students. Understanding hypertext as a non-linear text with hyperlinks, the author indicates its didactic purpose, i. e. to create conditions for students to receive additional information, audiovisual materials that contribute to the understanding of the linguistic concept(s) of the source text. Based on the analysis of scientific, methodological, and philological experience, texts of different genres, students’ creative works in conjunction with empirical research, a hypertext journey model was developed. It is as follows: a linguistic concept – the main (source) text – reference materials characterising the semantic fields of the word-concept (such as comments, dictionary entries) – aphorisms, proverbs – conceptually (thematically, ideologically, axiologically) related texts – works of audiovisual arts – own text (a conceptocentric essay). The paper describes didactic material, i. e. hypertext. It is comprised of fragments of literary (prose and poetic) and non-fiction texts united ideologically, axiologically, and thematically (conceptually). Such texts are characterised by linguistic importance and philosophicality which are subjected to interpretive, philological, and conceptual analysis. Attention is given to the technique of hypertext composition. The research determines the stages in following the hypertext journey method in the classroom: from presenting a concept to writing a conceptocentric essay. Testing carried out on the example of the hypertext journey ‘Art’ shows that this method significantly enhances schoolchildren’s semantic basis. Moreover, it helps them structure their art knowledge system, provides material for students’ own creative works, teaches them to use what they read as an argument in an argumentative text, and promotes speech development. As a result, this method enriches schoolchildren’s conceptual sphere.

The philological analysis in the article centres on the poetics of artistic time in A. S. Pushkin’s lyrics. Special attention is given to the future tense in its connection with the present tense. The research relied on the methods of literary text analysis and didactic material selection for the works under examination. The focus is on the lyrical poems schoolchildren study mainly in the ninth year. Thematically, they are grouped as follows: 1) freedom as an ideal strived for, loyalty to the ideal; 2) harmonious interpersonal relationships; 3) human destiny and its stages; 4) the inexorable passage of time: death, generational change, immortality. The methodological part of the article includes tasks of the following types: 1) assignments related to generalisation based on identifying symbolic images and analysing the composition of a large body of lyrical texts belonging to different thematic groups; 2) linguistic-stylistic tasks that update students’ knowledge of lexicology (analysis of epithets and Old Church Slavicisms), morphology (the use of parts of speech in grammatical forms due to changes in the lyrical text content), and syntax (the functions of a conjunction in a complex sentence); 3) a speech development assignment based on the verbal drawing technique, which enhances year-nine pupils’ creative thinking and imagination. Assignments and questions are aimed at developing figurative thinking in schoolchildren, their skills of lexical, morphological, syntactic analysis of text, as well as pupils’ skills of identifying the artistic functions of linguistic and speech features of a literary work.

The article examines comparative literary tropes, including the precedent name Pushkin, the names of the poet s characters, and quotations from his works. The material for the study is modern Russian prose texts mainly obtained from the Russian National Corpus. The paper aims to identify the types and functions of the mentioned comparative tropes. We used structural-semantic, comparative, and corpus methods in the process of analysing the linguistic material. The article shows that modern Russian prose regularly employs both the precedent name Pushkin (and the adjective Pushkinian / Rus Pushkinsky derived from it) and the names of Pushkin s characters, some realia depicted in the poet s texts, as well as quotations from his works. It is noted that the considered comparison tropes consistently perform the intertextual function and the function of figurative description of the characters and depicted realia and situations. The study shows that turning to Pushkin s images in modern Russian prose enhances the vividness of tropes, extends, enriches, and renews them. Nevertheless, several metaphors and similes, including the precedent names of Pushkin s characters, are characterised by image pejoration and are associated with ironic expressiveness.

The article explores the semantic fields own and alien in V. P. Astafyev s "Notches". Since it took over forty years to write the book (it includes memories of a more or less distant past), and time as such often becomes the object of the author s attention, the own and alien in the article are directly related to the nature of the depicted time. Within the framework of linguo-stylistic text analysis, componential analysis, structural fragmentary description, and comparative stylistic analysis are used. The methods help to demonstrate the complexity of the studied semantic fields, the heterogeneity of their constituent theme lines, changes in the connotative meanings of the same elements depending on the context and the time of writing. Studying prose miniatures by V. P. Astafyev enables one to conclude that the own is the harmonious beginning of the world (in nature, in society, in the human soul), of which less and less is left. Conversely, the alien, the terrible reality of existence, is chaos, when a person loses the serene light of their soul.

The article presents an axiologically oriented linguistic hermeneutic interpretation of Margarita s image from M. A. Bulgakov s novel "The Master and Margarita". The relevance of the article is due to both the ethical and scientific vulnerability of the unconditionally positive interpretation of the image that dominates school textbooks. The study aims to justify the disputability of this opinion and offer the author s own point of view. The research method was linguistic hermeneutics of a literary text. This methodology prioritises linguistic facts and, above all, lexical semantics. Based on the material of the complex image of Bulgakov s novel, the research substantiates the effectiveness of linguistic hermeneutics of a literary text as this method complements and corrects the results of literary text analysis. Meticulous attention is paid to the heroine s love. A textual contradiction was discovered between the explicit and implicit information concerning Margarita s love, which casts doubt on the interpretative version of school textbooks that idealise her love. The article proposes a linguistic justification for the image of Margarita as a demonic nature bearer, who was inherently predisposed to cooperate with Satan and, in a reckless pursuit of her beloved, became a servant of darkness. The main conclusions of the article can be summarised as follows: 1) Margarita s image should not be interpreted as unconditionally positive; 2) Margarita s personality does not correspond to the "psychological portrait" of a school-leaver; 3) Margarita s love is a means of rehabilitating her contact with unclean forces; 4) in the light of the value priorities of Russian culture, Margarita s love has devaluing characteristics.

The article presents a systematic review of modern English-language scientific literature on linguistic semiotics. The study aims to identify the current research trends in this subfield of semiotics, as well as the leading methodological approaches and development prospects of this research area. The publications included in the sample were obtained from peer-reviewed journals indexed in the Scopus scientometric database. The search query depth equalled five years. The publications included in the sample were analysed considering the following parameters: range of issues, research agenda, methodology, empirical basis, and research methods. The results of the analytical review enable one to consider the semiotics of communication as the dominant area of modern linguistic-semiotic research and outline the prospects in the field of studying multimodal communicative practices. The development of a methodology for performing a systematic review in the field of linguistics will contribute to the development of linguistic research methodology in general and the improvement of research protocols in particular.

The article presents three versions of the origin of the ancient Moscow Oblast hydronym Osetr based on the etymological method and the phonetic and word-formation structure analysis of the toponym. The use of the hydronym in extant written texts of the Russian language and cartographic sources is analysed. The study critically examines the folk and Baltic etymologies of the hydronym. The specific features of the functioning of hydronyms with the -str-stem in Slavic and non-Slavic toponymy were revealed. The paper substantiates the reliability of the Slavic origin of the hydronym Osetr.

Since the late 1990s, set nominal phrases (usually consisting of two words, hereinafter referred to as SNPs) having the word war in their structure and denoting types of interstate conflicts have significantly enriched Russian-language media discourse. For instance, we can give such linguistic units as examples: gibridnaya v. / English hybrid w., oposredovannaya v. / English proxy w., setevaya v. / English network w., mentalnaya v. / English mental w., v. chuzhimi rukami / English proxy w., beskontaktnaya v. / English non-contact warfare, v. po doverennosti / English proxy w., konventsional naya v. / English conventional warfare, kognitivnaya v. / English cognitive warfare, tsivilizatsionnaya v. / English civilisational warfare, distantsionnaya v. / remote warfare, setetsentrichnaya v. / network centric warfare, and others. The process is due to significant changes in the theory and practice of modern warfare. The novelty of the study consists in the lexical semantic analysis of those current word combinations of this structure which are not yet codified in dictionaries. The relevance is determined by the topicality of these naming units in Russian-language mass media, as well as by the lack of their systematic linguistic description. The article aims to identify the range of SNPs (containing the component war in their structure) denoting the names of modern wars that are different from traditional ones and currently significant for Russian-language media landscape. The goals are to: 1) determine the number of units comprising this group; 2) determine the mechanism of their appearance in Russian-language mass media; 3) characterise the semantic and stylistic features of these units; 4) consider the prospects for their codification in dictionaries; 5) trace how the semantics of the word war changes when it becomes part of set phrases. The research material (about 50 linguistic units) was obtained from the Integrum database, Google and Yandex resources. The study used descriptive, componential, and functional analysis. The authors come to the following conclusions: compound names of new interstate conflict types form a noticeable group in the language of modern Russian-language mass media. These are predominantly borrowings from American military and political terminology going beyond the scope of special terminology which is not sufficiently standardised. The changing nature of modern interstate conflicts, as denoted by such SNPs, has led to a meaning extension of the word war. In Russian mass media texts, there is a discrepancy in explaining the SNPs with the component war, as well as in understanding their genus-species relations, which requires in-depth linguistic research.