The article examines the possibilities of working with literary quotations in Russian language lessons at school. The relevance of the study is due to the need to expand the range of methodological tools for teaching Russian. One such means is literary quotations as they have considerable methodological potential. The study aims to identify and describe the methods of working with literary quotations in Russian language lessons designed to enrich middle and secondary school students’ intertextual thesaurus. The research materials comprised the data of a comprehensive survey conducted on students at the Herzen State Pedagogical University of Russia. In addition, we used the results of the analysis of a Russian language textbook included in the federal textbook list for 2023–2024, as well as the federal Russian language syllabus for basic general and secondary general education. The article summarises and reveals the functions of literary quotations in the process of schoolchildren’s language education and speech development. It also describes the principles, stages, and distinctive features of working with literary quotations in Russian language lessons. Drawing on the example of working with Russian writers’ quotations, we demonstrate various assignment types. The proposed tasks are variable; they can be both reproductive and productive. Moreover, they are designed for different student proficiency levels. The conducted research enables us to say that literary quotations are an important tool for linguistic personality development and assessment. Systematically structured purposeful work with quotations in Russian language lessons makes it possible to improve a few significant skills and competencies of students. While dealing with such materials, learners can expand their vocabulary and set of expressive means, understand intertext and its role in a particular work, interpret statements extracted from texts. 

The sociohistorical changes occurring in Russia in recent decades determine a particular interest in the national language history. Moreover, they foreground the comparative method in teaching Russian. The study aims to identify the main areas for enhancing the historical linguistic analysis of Russian language phenomena and to propose ways of achieving such improvements. To reach these goals, we analysed relevant scientific and methodological literature and summarised the experience of Russian language and literature school teachers, as well as of post-secondary educators. In addition, we examined Olympiad works on the history of the Russian language written by philology students and schoolchildren in years 6–11. The comparative method in conjunction with internal and comparative reconstruction, etymological analysis, cultural-historical interpretation, and dialectography was employed as well. The study indicates that the improvement of historical linguistic research is based on the analytic base expansion through using multisource material. The research reveals the main lines for enhancing historical linguistic analysis at schools and universities. Firstly, linguistic facts and phenomena must be represented systematically in the course of historical analysis. Secondly, factual material from early sources should be employed as a tool for a deeper understanding of linguistic facts and phenomena. We propose specific types of tasks which enable the above-mentioned lines to be implemented. Additionally, examples of completing standardised assignments are provided. The paper concludes that the presented directions for improving historical linguistic analysis of Russian language facts determine the axiological and fundamental nature of philological education. 

The paper analyses the final stage assignments of the nation-wide Olympiad in the Russian language for school students in 2024. We describe the content of the tasks, identify their types and solution principles. In addition, the study examines the linguistic basis on which the assignments were designed. The paper concludes that the Olympiad tasks were fulfilled with a high level of success. Moreover, most participants showed readiness for research activity. 

The article characterises the scientific legacy of Professor T.A. Ladyzhenskaya (5 April 1925– 22 November 2017), an outstanding Russian methodologist, doctor of pedagogical sciences, professor. She authored school and university textbooks, founded the Department of Rhetoric and Culture of Speech at Moscow State Pedagogical University (MGPI), headed the "Communication Rhetoric" school of thought. The study used such theoretical research methods as analysis and contrastive analysis of scientific literature on Russian language teaching methodology and speech development methodology. The article examines the major aspects of the methodology developed by T. A. Ladyzhenskaya to enhance students’ oral speech, as well as to teach essay writing. Additionally, we emphasize the systematicity and consistency principle as the conceptual foundation for the formation of the communicative and speech skills in students. The article reveals the fundamental principles of the school and university rhetoric course developed by T. A. Ladyzhenskaya. She understood rhetoric as linguistics of speech. In this study, we highlight the axiological aspect of rhetoric, its educational potential and characterise the moral and rhetorical ideas that form the basis of the rhetoric course. The article emphasises the relevance of T. A. Ladyzhenskaya’s methodological legacy for meeting the challenges Russian language teachers face nowadays. 

Fonvizin’s last work, "A candid confession of my deeds and thoughts" (published in 1798), summarises the linguo-stylistic experience of his entire oeuvre. The language of the biographical narrative reflects the author’s lexical and stylistic preferences in the choice of words, the use of poeticisms, and the arrangement of units belonging to various stylistic registers. The text includes a substantial number of the author’s formal and semantic innovations; many of them later entered the lexical-semantic system of the Russian literary language. The work contains extremely rare features of the classicism linguistic prescription. Moreover, it is to a greater extent oriented towards a sentimentalist reflection of sensual-emotional content. The syntax and style of "A candid confession…" demonstrate a noticeable Western European influence. We note distinct French loan translations in the memoirs. The work shows Fonvizin’s contribution to the word order standardisation of the Russian sentence, as well as to the ordered use of Church Slavonic vocabulary and vernacular. Euphemistically, it reflects the most striking ironic and satirical devices developed by the author during the previous periods of his work. 

The article presents the results of a comparative analysis of the semantics, pragmatics, stylistic specific features, as well as the frequency of linguistic means (verbs, nouns, and verb-noun combinations) introducing direct speech in the works by F. M. Dostoevsky and L. N. Tolstoy. The comparative research material included two novels, namely "Crime and Punishment" and "Anna Karenina". The identified features of the speech frame structure in the novels complement the characteristics of the authors’ writing style noted in classical and modern studies and deemed significant for the analysis and translation of these texts. Using quantitative interpretation tools in conjunction with the traditional linguo-stylistic examination of the material, we identified, described, and compared the full repertoire of means employed to introduce direct speech in the novels. Moreover, this analysis enabled us to characterise the role of such means in the formation of the characters’ images. The analysis is based on the functional semantic classification of words introducing direct speech. This classification includes not only a semantic basis (denotation of spoken speech, unspoken thought, illocution, gesture, and others), but also functional-pragmatic characteristics such as conveying the speaker’s attitude to the situation and/or the observer/listener’s attitude to the speaker. These characteristics participate in the text perspective formation. The analysis shows that the direct speech frame in "Crime and Punishment" is much more variable due to its multifunctionality. In F. M. Dostoevsky’s writings, words introducing speech simultaneously convey the characters’ emotional state. Also, such lexemes sometimes reveal an external evaluation of their speech manner. In "Anna Karenina", L. N. Tolstoy functionally separates the frame of direct speech and the denotation of the characters’ emotions, gestures, and facial expressions. That is why the pair of verbs skazat’/govorit’ (English to say/to tell/to speak) introduces more than half of the characters’ remarks. Their feelings are expressed in accompanying structure elements or in separate phrases placed between remarks with emotionally neutral frames. As a result, the role of speech-introducing means in the formation of the poetics and key images of the two classic Russian novels differs. 

The article examines the semantic potential of the syntactic category of person in parenthetical constructions verbalising the emotive modus. As a result of a comparative analysis of three parentheses derived from the prepositional noun phrase к + Dat. case (k udivleniyu, k sozhaleniyu, k neschast’yu / English surprisingly, regrettably, unfortunately), we established that their combinability properties depend on the following semantic features. The first one is their semantic hybridity, i. e., the presence of not only a modus but also a dictum component in the semantics. The second characteristic is the semantic type of the modus component (emotive proper, emotive verbal, and emotive evaluative). The analysis of quantitative data obtained from the Russian National Corpus and speech material from Internet resources indicates different semantic-syntactic and functional-textual potential of the specified parentheses. The quantitative analysis is accompanied by textual analysis and semantic and pragmatic interpretation. When analysing the material, we gave meticulous attention to the presence/absence of means expressing personal and possessive pronouns or nouns denoting experiencer in the emotive parenthetic constructions. Thus, the study discovers a quantitative relationship between the 1st and 3rd persons, identifies and pragmatically explains the uncharacteristic nature of the 2nd person of the subject. Moreover, the study compares the implicit and explicit ways of experience representation and establishes different significance of the latter for each of the three parentheses. We interpreted the use of the 2nd person of experiencer as a special speech tactic which results in a deviation from the speech etiquette norms. The article analysed extracts from texts of different types and genres, which enabled us to discover the textual functions performed by grammatical person of experiencer of the emotive parenthetical constructions. The category of person presents different interrelations between the experiencer and the speaker/narrator, i. e., from coincidence to distancing (including along the timeline). 

The article examines the functional interaction of predicatives and adverbs ending in -o which formally adjoin the verb, but semantically characterise the entire sentence (sentential adverbs). The research focused on lexemes expressing socio-ethical (bestaktno, egoistichno / English tactlessly, selfishly) and rationalistic (oshibochno, netselesoobrazno / English erroneously, inappropriately) evaluation of individuals’ actions. The functioning of 50 adverbs with both types of use, namely predicative and sentential, was investigated. As for constructions with predicatives, the study only examined sentences with dependent infinitives (Nechestno skryvat’ eto ot menya / English It is unfair to hide it from me). The research methods included transformational analysis, contextual analysis, and analytical description. The article argues that a sentential interpretative adverb can be embedded in a sentence (proposition) denoting not only a fact (a performed action), but also a possibility. Additionally, the study demonstrates the acceptability of statements in which such adverbs adjoin verbs in the forms of the future tense, the subjunctive mood with a conditional, sometimes desiderative semantics, and also in some cases the imperative mood, and so on. Pragmatic strategies that determine the use of sentential adverbs in the specified contexts of resolved affirmativeness are identified. The article notes grammatical and communicative differences between sentences with predicatives and sentential adverbs. For instance, the standard rhematic emphasis of the predicative enables it to foreground the interpretation rather than the situation being evaluated. Conversely, the sentential adverb does not normally act as an emphasis carrier. It is shown that the difference in the communicative organisation of utterances with the grammatical units under study prevents their interchangeability if the syntactic structure requires interpretative component (de)actualization. For example, for a sentential adverb, the position of the interrogative statement component with a focus on evaluation is closed. 

The article describes the semantic evolution, functional variation, and stylistic changes of Russian adverbs in the 17th–21st centuries using the example of the adverb akkuratno (English accurately/neatly/carefully). The relevance of the study is determined by the scientific significance and insufficient knowledge of many aspects of the semantics and functioning of Russian adverbs. It primarily concerns the diachronic changes that have occurred over the past three centuries. The study aims to describe the semantic changes of the Russian adverb akkuratno over the course of the 18th – early 21st centuries and to verify the obtained results through micro-diachronic analysis of corpus data. The research methods are based on the scientific tools of micro-diachronic corpus data analysis. The research material is lexicographic interpretations of the adverb akkuratno presented in Russian explanatory dictionaries. In addition, the study employed the contexts of its use obtained from two subcorpora of different chronological periods (the 18th–19th and 20th–21st centuries) created on the Russian National Corpus basis. The study shows that the core semantics of the adverb akkuratno common to the periods of the 18th–19th and 20th–21st centuries, includes five meanings: 1) ‘ispravno, soblyudaya poryadok, tochnostʼ (English ‘promptly, properly, observing order, accuracy’); 2) ‘regulyarno, ne narushaya grafika’ (English ‘regularly, without interrupting the schedule’); 3) ‘opryatno, chisto’ (English ‘neatly, tidily, cleanly’); 4) ‘tshchatel’no, v detalyakh’ (English ‘thoroughly, carefully, in detail’); 5) ‘ostorozhno’ (English ‘carefully, gingerly’), which is confirmed by the data of both chronological subcorpora. The research also demonstrates that six more meanings not recorded in the 20th–21st century subcorpus were regularly realised in Russian speech in the period from the 17th to the 19th centuries. These are as follows: 1) ‘berezhlivo’ (English ‘parsimoniously, economically’); 2) ‘vovremya, v srok’ (English ‘punctually, on time’); 3) ‘tochno’ (English ‘precisely, exactly’); 4) ‘horosho’ (English ‘well’); 5) ‘pravil’no, v sootvetstvii s normami’ (English ‘correctly, in accordance with norms’); 6) ‘prilichno, kak podobaet’ (English ‘decently, as befits’). Functional variation, i. e., the transition from an adverb to a determinative-specifying particle, is also recorded for uses in the meaning of tochno (English precisely, exactly). The article concludes that the research procedure proposed in the study is scientifically valid. It can be utilized for identifying, recording, and verifying the facts of the semantic, stylistic, and functional evolution of Russian adverbs over the course of the 17th–21st centuries. 

The article examines polycode texts containing emoji. Moreover, it characterises the structure of individual utterances, and determines the role of emoji in conveying factual information. Cognitive-discursive and communicative-pragmatic methods enabled an analysis of linguistic material which included emoji statuses from the "VKontakte" social networking service, advertising headlines of electronic newsletters, emoji rebuses in online quizzes, online tests using emoji, adaptations of W. Shakespeare’s works translated into Russian. The article aims to identify the distinctive features of emoji functions in polycode texts of the Russian-language segment of the Internet. The texts are related to various communicative spheres including Internet communication, advertising, education, entertainment, art, and others. The study proceeds from the thesis that emoji have an extended sphere of functioning in the Internet communication context. The analysis of linguistic facts shows that emoji can be used as signs of duplication, explication, or substitution of the verbal part of the utterance depending on the communication situation and the type of referential correlation between their verbal and visual components. Moreover, emoji can also perform genre-forming (emoji statuses, emoji rebuses) and text-forming functions. The examination of sources containing information about emoji enabled the author to identify differences in the conception of emoji in scientific, popular science, reference, and methodological literature, which indicates that emoji as elements of polycode texts are still a novel phenomenon. As a result of the study, it is concluded that emoji actively participate in the production of utterances which are thematically heterogeneous and that these signs can be multifunctional depending on the communication sphere and situation. 

The article, based on the application of the etymological method, considers four versions of the origin of the metropolitan yearbook Pistsovaya ulitsa / English Pistsovaya Street. The literature of the issue was critically analyzed for the content of reliable information about the etymology of the godonym. The cartographic atribution of the godonym made it possible to establish the exact date of its first fixation on the plan of Moscow and indicate a number of errors in establishing the time of the appearance of the godonym. The ratio of the original form of the go-don – Pyastsovaya st. and modern – Pistsovaya st. As a result of an etymological analysis of four versions, the most promising of them was revealed, associated with the ancient soil specifics of the area on which Pistsovaya st. Shown the importance of toponymic reconstruction for modern Moscow studies and educational practice. 

This study aims to explore the axiological aspects of self-identification of students from Luhansk State Pedagogical University in the face of the region’s de-Russ under Ukrainian authority. The main objective is to identify significant value positions and ways of their verbalization in students’ evaluative statements within reflexive-evaluative discourse. The study involved a survey, which provided material for subsequent analysis. Methods of frame modeling, content analysis, and interpretative approach were employed to highlight the essential parameters of students’ identification with Russian culture and the Russian language. The results reveal that key axiological components are conditioned by historical and cultural factors essential for collective and personal identity. It is established that intergenerational historical and cultural memory and personal empathy play a crucial role in evaluative judgments, strengthening the emotional bond with concepts such as "Motherland" and "Patriotism". The study demonstrates that in political and cultural transformation conditions, linguoaxiology can serve as a crucial tool for understanding the dynamics of identities and developing strategies in an intercultural context. This structure should give you the foundation for your research paper and outline the critical elements of your investigation.