The article examines three areas of linguoculturology development, namely studying concepts, character types, and plots in relation to methodology. An advanced model of linguacultural concept analysis in school language education is presented. The model is based on three linguistically significant vectors of understanding in communication, i. e. designation-recognition, comprehension-interpretation, and action in relation to linguocultural concepts, literary plots, and discourse types. The study expands the conceptual toolkit of methodological linguoconceptology introducing axiological linguonarratology terms (narrative motif, axiological situation). Moreover, the paper interprets examples of axiogenic situations, as well as the behavior and worldview norms stemming from them in an author’s literary text, parables, proverbs, and ironic Internet poetry. The main research methods are systemic and problem analysis in conjunction with interpretative linguonarratology methods. On the one hand, the development of a new methodological route of linguoculturology and linguoconceptology (as part of the former) is assumed to contribute to the preservation and promotion of values in the linguistic consciousness and communicative behaviour of the younger generation. On the other hand, it will result in philological knowledge integrity outlining the intersection points for two methodologies, i. e. the Russian language and literature, within the frameworks of three anthropological philology areas (conceptology, plotology, and pragmalinguistics). The article concludes that the value basis formation of the digital generation existence and the acquisition of personality national and cultural regulators require updating the language education content and expanding the interdisciplinary scientific toolkit.

Teaching reading to schoolchildren as a speech activity type has traditionally been one of the most important goals of education. In the 21st century, the need to develop school students’ ability to read digitally has increased. This is due to several differences between digital and traditional reading. Another reason is the increased importance of electronic text and hypertext as one of the main information sources. This study aims to identify the distinctive features of teaching digital reading to schoolchildren in the context of culture-oriented linguistic methodology. Using analysis, comparison, and generalisation of research results, it was established that mastering strategies for working with traditional texts should precede learning to read electronic hypertext. It is important to develop students’ ability to select and implement various digital reading strategies depending on the reading purpose. School students’ ability to distinguish reliable and relevant information from false and irrelevant, to reason, and draw conclusions is significant to effectively work with electronic hypertext. The paper suggests that teaching digital reading to schoolchildren in the context of culture forms students’ worldview attitudes and value-based orientations which ensure awareness that their ability to effectively work with electronic hypertext is significant. Moreover, digital reading instruction facilitates speech knowledge and skill formation. The article proposes specific techniques and forms of organising digital reading instruction of school students. In addition, it provides examples of assignments that can be used to develop the skills of searching, analysing information in hypotexts and hypertext, establishing cause-and-effect relationships, building logical chains, formulating conclusions, interpreting what has been read, and systematising information.

The article examines the current issues of teaching lexicology in Russian language lessons in modern schools and identifies development prospects for the methodology of lexicology in the 21st century. The article aims to summarise the achievements of methodology since the introduction of the "Vocabulary and Phraseology" section into school curricula in the 20th century, which is associated with the scientific and pedagogical activities of Professor M. T. Baranov. Another goal is to show how to implement his ideas in the paradigm of modern education. The paper focuses on the importance of developing logical and figurative thinking when studying lexicology. With this end in view, the comprehensive school curriculum is analysed. In it, the "Lexicology" section is present only in years 5 and 6. Moreover, the study draws attention to the content deficiencies associated with underestimating the available significant scientific and practical experience of teaching word meaning interpretation, as well as the problem of enriching the modern youth’s lexicon with vocabulary related to values. The assignments on lexicology proposed for completion are designed according to the methodological principle of graduality. The tasks are based on the axiological and cognitive-pragmatic approaches within the framework of teaching functional semantics. The study employed the descriptive method for historical and logical analysis of M. T. Baranov’s works and the modelling method when constructing a system of graded exercises. A future research line is developing a functional vocabulary teaching model for secondary general education schools.

Though Maria Aleksandrovna Rybnikova’s name (1885–1942) is iconic in methodology, her early works, primarily "A Language and Literature Teacher’s Work at School" and "A Book on Language", are practically unknown to teachers. However, they describe her methodology of working on literary piece language. M. A. Rybnikova considered this methodology the most important part of her methodological system. Based on the content analysis of these sources, the paper shows how the methodologist supported her thesis "against studying literature history at school and for an in-depth study of the author". It is also demonstrated how she organised observation of text language in literature lessons, doing this both incidentally, i. e. in the course of studying a literary piece, and asking students to complete certain assignments. The article describes three groups of special stylistic exercises developed by M. A. Rybnikova. The example of analysing epithets proposed in the "Book on Language" shows how these exercises evolved into a system of work with a literary trope. The article notes that working with language in the format proposed by M. A. Rybnikova was strongly criticised. Nevertheless, the methodologist herself, even when developing curricula in the 1930s, created on fundamentally different methodological grounds than the curricula of the 1920s, strives to convince teachers that in literature lessons, attention to language as the essence of the text should be the most careful. In one chapter of her "Essays on the Methodology of Literary Reading", the philologist shows how this idea can be put into practice. She identifies thematic complexes for enlarging schoolchildren’s vocabulary by their year of study and demonstrates how this can be executed in the process of studying literary works. Methodological techniques for linguistic text analysis in literature lessons enrich modern philologists’ methodological toolkit. Using them will be effective for both speech and literary development of students.

The article analyses "Animal Pestilence", one of the most famous fables by I. A. Krylov. No comprehensive linguistic and aesthetic analysis of this text has been performed before. The study uses slow reading, rhythmic-semantic analysis, the methods of "reference points" and the hermeneutic circle. It is noted that a linguo-aesthetic analysis of the text enables a teacher-philologist to gain a more profound understanding of the message conveyed in the fable. Moreover, it reveals the organic connection between its content and form whose most important element is rhythm, i. e. metrics and strophic structure. The article concludes that the role of the rhythmic means (metrics, rhyme, strophic structure) is far from being confined to the identification of key words and stylistic devices. They help to establish contact with readers, hold an internal dialogue with them, and create the subtext of the work. The study draws attention to the leading role of the flexible rhythmic fable organisation in conveying the disharmony and chaos motifs arising in the world as a result of the Moral law violation. Another objective of the article is familiarising teachers with some versification concepts, as well as elements of the subtext theory (in particular, understanding subtext as a dialogic and contradictory relationship between form and content).

The article focuses on such a little-studied phenomenon as Russian literary expressionism whose origins go back to works by Russian writers of the last quarter of the 19th century, in particular V. M. Garshin. The aim is to study the text of the autobiographical story "A Red Flower" and determine whether it is in agreement with expressionist tendencies. As the philological analysis of the literary work has shown, the constants of expressionist philosophy and aesthetics are found in the text. These include an alienated suffering hero as a reflection of the "convulsive" world; subject (deindividualization, deconstruction, transformation), object (personification, demonisation), and optical (an unhealthy person’s consciousness performing the anti-eye function) deformation; excessiveness expressed in the intensification of characteristics; an ambivalent attitude towards nature; the red flower image as an "objectified emotion" with a distinctive epithet – one of the main colours on the expressionist palette. A comparison with the expressionist literature poetics described by researchers on the linguistic material from works by German writers and poets leads to the conclusion that the story "A Red Flower" reflects the features of the "art of screaming" predicted by the sensitive nature of V. M. Garshin, the "progenitor of expressionism".

The study aims to examine a rather complex and at the same time under-studied phenomenon in the Russian language, i. e. the semantisation of prefixal morphemes. We set ourselves the task of identifying prefixation patterns and the functions of this phenomenon on the material of Russian poets’ works. Using various methods, primarily observation, analysis, and synthesis, the morphemics resources are considered from the standpoint of both lexical meaning formation and the actualisation and correlation of words in the utterance structure. In the course of study, it was possible to find out that differently implemented semantisation of prefixes performs emphatic, expressive, emotive, text-production, and aesthetic functions. Moreover, it helps to gain an insight into the work, reveal the depth of the conception, and show the author’s position. Such means as repetition of words of the same word-formation pattern, the use of polyprefixed verbs, word-formation anaphora, graphic word-break, intensification of negation, parallelism of non-prefixed and prefixed verbs with the same root, antonymy of verbs with different or single prefixes contribute especially actively and productively to this. The paper concludes that poets, thanks to the actualisation of prefixes, draw readers’ attention to the hidden meaning of pivot words in literary pieces, place semantic and expressive emphases in the text.

The article examines the non-standard morphological variation of the verb yezdit’ which belongs to conjugation II of the productive (4a) class in the standard. The forms built from the present tense stem yezdi – (yezdiyu, yezdiyem, yezdiyut, and so on), which native speakers perceive as non-standard (as evidenced by the provided examples), as well as the form of the 3rd person plural with conjugation I ending yezdyut are used in the modern language. The correlation between the stems yezdit’ – yezdiyu adds the – class to the productive – and – classes. Thus, the system can potentially evolve into a more symmetrical one since , , and are the most frequent vocalic final sounds of the infinitive stem in Russian. The form yezdyut is consistent with the tendency to differentiate between the phonemes and in the singular and plural 3rd person as they are neutralised in the posttonic position after a palatalised consonant. Since such examples have the potential to considerably change the system (for example, formal classes of verbs), morphological variation (no matter whether in literary language or in vernacular dialect) becomes the subject of linguistic comprehension and study.

The article considers constructions with the conjunction ashche in the poems by Theofan Prokopovich, as well as – from the comparative aspect – in the oratorical prose of the Petrine-period rhetorician, in the poetry of his predecessors, contemporaries, and authors of the subsequent period. Sentences with the conjunction ashche are characterised in terms of their frequency, semantics, and functional stylistic role, which enables us to assess the impact of Church Slavonic patterns on the formation of a new syntactic standard. The relevance of the study is determined by its contribution towards understanding the syntactic structure evolution of the Russian literary language during the period of significant cultural and political changes of the Petrine and post-Petrine periods. The research methodology includes general scientific methods (induction and deduction, comparison and quantitative method), as well as linguistic methods proper (lexicographic method, functional semantic analysis, contextual, interpretive and structural methods). It is noted that in Prokopovich’s poetry, the connector ashche was used in high style works (panegyrics, funeral eulogies, "tragedocomedy" (tragicomedy), solemn ode, chant, and arrangements of psalms). In the poems of the 1730s related to the medium and low genres, Theofan does not use the conjunction ashche. This fact reflects the writer’s gravitation towards the democratisation of the secular literature language, in full accordance with his reformist ideas, as well as the tendencies of Peter the Great’s time and subsequent decades. In Theofan’s poetic contexts, the conjunction ashche acquires a conditional meaning. The only exception is the beginning of "Epinikion". In it, the compound connector ashche kogda has a comparative meaning. The results of the study confirm the specific role of the eighteenth-century poetic speech in general and the poetic work of Theofan Prokopovich in particular in the process of developing new general literary norms, including syntactic and stylistic ones.

The paper examines the phenomenon of "family" in one of its manifestations, namely "a strong family", as a central fragment of the Russian linguistic picture of the world. It acquires special significance in the context of preserving national cultural values. The study traces the relationship between historical events and changes in the level of public interest in the "strong family" phenomenon and examines the semantic range of this concept. The scope of "the strong family" concept fixed in native speakers’ consciousness can be judged by analysing examples with the strong family phrase recorded in the Russian National Corpus. Based on the dual consciousness idea, the conceptual scope of "the strong family" phenomenon can be represented as a hierarchy with several levels of abstraction reflecting the semantics of the social and the individual. The study employed historical and descriptive methods, analysis and synthesis, as well as distributional, componential, and contextual analysis. At the social consciousness level, "a strong family" is the basis of a strong state and the focus of public policy. At the individual consciousness level, "a strong family" is associated with its members’ joint activities, upbringing of children, personality formation, life priorities, and so on. The analysed language material illustrates the diversity of human relationships and the factors influencing them. A strong family can exist for decades, and at the same time it can be very vulnerable, easily and quickly destroyed. The article concludes that "the strong family" fragment of the linguistic world picture is clearly structured. Several levels of abstraction are distinguished in its semantic scope. The first level is represented by the concept of "family" as a group of close relatives living together. At the second level, it is reflected differently in social and individual consciousness, forming thematic groupings with the meanings of ‘foundation of the state’, ‘characteristics of the nation’, ‘family model’, ‘influence on the person’, and others. At the third level of abstraction, contextual meanings in each thematic block are differentiated.

The paper is devoted to the scientific heritage of Leonard Yuryevich Maksimov, Doctor of Philology, professor, who for many years headed the Russian language department of the Moscow State Pedagogical Institute (MPSU). The paper analyzes the syntactic theory of L. Yu. Maksimov and the historical context of its formation: scientific ideas about the complex sentence of the 60–70s. XX century, views of predecessors and contemporaries (A. A. Shakhmatov, N. S. Pospelov, V. A. Beloshapkova, etc.). The ideas of L. Yu. Maksimov in key areas of the theory of complex sentences are considered: types of wh-clause (rus. substantive-attributive clause) and complement clause, types of pronominal clauses, structural types of correlates. Sentences such as There was such a snowstorm that he couldn’t see anything qualified as attributive in the 1950s; L. Yu. Maksimov showed that they should be classified as pronominal-conjunctive. L. Yu. Maksimov studied hybrid constructions that are transitional from attributive clauses with relative pronouns where and when to subordinate clauses of place and time. L. Yu. Maksimov distinguished between pronominal-correlative and pronominal-conjunctive clauses. The scientific achievements of L. Yu. Maksimov are relevant for modern syntactic theory.