The article discusses the issue of modeling a fragment of secondary school students’ linguistic world picture as well as the formation of their linguistic personality in Russian language lessons through the application of an innovative educational technology, i.e., research into the linguocultural field of "victory". The study analysed scientific sources in conjunction with scientific generalisation, a survey of students in years 10–11, and content analysis of published essays by secondary school students. The authors reveal the scientific potential of the linguocultural field concept in linguistics, linguoculturology, and linguistic methodology. Moreover, the paper also justifies studying the linguocultural field as a modern linguo-methodological technology that promotes the formation of all levels of a student’s linguistic personality (verbal-semantic, cognitive, motivational-pragmatic). This technology implies a certain algorithm of learning activity (determined by the linguistic personality levels) ensured by modern methodological techniques. The article illustrates the potential of studying the linguocultural field as a modern educational linguo-methodological technology with the findings of the authors’ work with the linguocultureme victory. The results of secondary school students’ survey questionnaires and the content analysis of their essays have shown that the linguocultural field of "victory" is significant in their linguistic picture of the world. In addition, it is revealed that victory is a value dominating modern young Russians’ world picture.

The article is based on the materials published in the Russian Language at School journal in 2005–2024. It examines issues related to the system of teaching morphology. The study substantiates the importance of the school course in morphology for developing schoolchildren’s understanding of their native language grammar. Based on the analysis of articles on the above-mentioned subject matter, the elements of the methodological system of teaching morphology were identified. They include the aim and objectives, principles and methods, content, and means of teaching morphology as well as approaches to teaching morphology. Each element is illustrated with specific examples which ensure that pupils understand the school course in morphology as a system. The results of the conducted research were obtained with such theoretical examination methods as aspect and review analysis. The paper concludes that reference to the publications in the Russian Language at School journal enables one to organise the process of teaching morphology in the school course of the Russian language as a unified holistic system supported with theoretical, methodological, and practical material.

The study aims to analyse the structure and content of the concepts of "Marriage" and "Family" in the world picture of children, teenagers, male and female adolescents aged 3 to 18. The study is conducted within the framework of cognitive linguistics. It corresponds to the modern context of developmental psycholinguistics (ontolinguistics) and explains what is behind the lexemes reflecting notions/concepts in native speakers’ minds. The main research method is a chain association experiment. The study participants divided into three age groups (3–7, 10–13, and 15–18 years old) were asked to respond to the stimulus words family and marriage with five associations. The complex structure-frame of the concepts "Marriage" and "Family" is divided into thematic sections-slots. The concept of "Family" evolves during the period of growing up. For preschool children, the family is its members (the most frequent responses are mum and dad). Children aged 5–7 name kinship terms; 3-year-olds respond with the names of brothers and sisters. In children aged 10–13, the concept acquires a more abstract content: the responses love, help, and support become frequent. For the oldest age group participants, the responses of the emotions and values slot prevail over the others. In their picture of the world, the family is depicted as an ideal model where love, trust, and understanding reign. The concept of "Marriage" is practically not represented in preschool children’s picture of the world. In the group of participants aged 10–13 and 15–18, all the slots identified in the structure of the concept "Family" are duplicated in the concept of "Marriage". In the oldest group of participants, responses associated with emotions and values predominate. Associations denoting the emotions/values of the being-in-love and idealisation period are much more common for the stimulus words of this slot than for the stimulus word family. The structure of the concept of "Marriage" has new slots such as finances and budget; wedding ceremony and its participants; judicial, legal. For schoolchildren aged 10–13, marriage is closely associated with the beginning of couple life, a holiday (the most frequent response is wedding). However, this aspect of marriage is less important for male and female adolescents.

The article examines the history and evolution of cacography in European pedagogy beginning with the emergence of the word cacographie in French in the 17th century to denote incorrect spelling (during the transition from the handwritten manuscript tradition to the typographic one), to the appearance of the derivative meaning in methodology in 1803, and finally to the formation of cacography as a teaching pedagogical tool. The study used critical analytical, descriptive, and comparative methods in conjunction with a literature review. The relevance of the article is determined by the need to understand the reasons for the emergence of this didactic technique, its development over a long period of time as well as by its different assimilation in various countries (the Netherlands, Germany, Russia, Poland, the USA, England). This type of exercise was adopted by German teachers; however, it had given way to dictation by the middle of the 19th century. The reasons for the widespread introduction of the latter were the changes in the political, ideological, and government spheres in Prussia after the revolutionary 1840s in Europe. Cacography received no support in England and the USA. In the 1970s, the use of this additional method of teaching spelling was discussed in Poland, but it did not gain a foothold there either. At present, this method of teaching writing is used in Russia and France. In the latter, special websites were created using cacography, such as Le projet de Voltaire and Orthodidacte. Criticism of the effectiveness of these sites is based on the developers’ insufficient attention to the scientific and theoretical basis. The historiography and critical analytical analysis of cacography presented in the article enable one to treat it objectively and understand the broad socio-political and pedagogical context of its existence.

The influence of Yu. V. Trifonov’s (1925–1981) work on the development of Russian literature can hardly be overestimated. His prose provoked discussions among both his contemporaries and future generations. The writer’s attention is focused on the contradictory fullness of human existence where a person acts as a subject of choice, facing the necessity of compromising or adamantly opposing circumstances. The present article considers one of the key topics of Yu. V. Trifonov’s writings, i.e., the category of time. The study aims to identify the distinctive features of representing time as a linguopoetic category in the text of the novel "The House on the Embankment". Linguopoetic and semantic analysis served as the methodological basis of the study. The article describes lexical and grammatical means expressing temporal relations. Moreover, the specific features of the actualisation of temporal meanings in the discourse of different narrative instances are characterised. Such analysis enables a deeper understanding of the artistic uniqueness of the novel. The findings help in clarifying ideas about the time model employed in Yu. V. Trifonov’s works and promote the development of linguopoetic literary text analysis.

The article examines the evangelical intertextual connections, including quotations and allusions. The material for the study was A. S. Pushkin’s final prose work, i.e., "The Captain’s Daughter", with special emphasis on Masha Mironova’s first and second meetings with the empress. The study aims to identify the types of intertextual connections with the Gospel, their functions as well as precedent text transformations. We used structural semantic, comparative, and descriptive methods to analyse the linguistic material. It is shown that the linguistic fabric of the text of the novel includes a quotation and allusions. The quotation undergoes formal changes; however, it retains its original, evangelical meaning and symbolises the Divine law. Allusions are actualised through lexical repetition as well as the reproduction of the syntactic structure of the precedent text and the phonetic expressive means of alliteration. Through allusions, the writer, simultaneously referring to the texts of the four Gospels, presents the entire story of the myrrh-bearing women meeting the Risen Christ. The analysed references in "The Captain’s Daughter" perform various functions. With their help, A. S. Pushkin describes the characters, deepens the narrative, plays with the text. However, first of all, through intertextual connections with the Gospel, the writer leads the reader to Christ. The identified precedent text transformations are very diverse. They include lexical substitutions, linguistic contamination, changes of the grammatical categories of the noun, verb, and participle, changes of the part of speech of words, punctuation variation. By introducing references to the Four Gospels into the text of the first and second meetings of Marya Mironova with the empress, Pushkin particularly emphasises the Gospel of Matthew and the Gospel of John. The study is comprehensive and includes linguistic, cultural, and literary approaches, which contributes to a deeper analysis of the text.

Contemporary Russian poetry, experiencing another period of flourishing, is represented by both wellknown and new names. Among them are Maria Vatutina, Igor Karaulov, Dmitry Vodennikov, Vlad Malenko, Anna Dolgareva, Alexander Pelevin, Anna Revyakina, Polina Orynyanskaya, Alexey Ostudin, Tatyana Koptelova, Sofia Yudina, and many others. Touching upon philosophical, civic, and psychological themes, the authors turn to the living Russian word and employ the entire wealth of linguistic resources in their poems. Studying such poetry not only expands the scope of philological research, but also contributes to the renewal of didactic materials. Working with such materials, one can reveal the beauty and power of the Russian word as well as instil love for the Russian language in readers. That is why both literary and linguistic studies focusing on the distinctive features of the linguistic structure of modern poetic text play such an important role. Using modern poetry in working with schoolchildren enables one to overcome the stereotype of textual material being distanced from the modern native speaker. This article examines the lexical means of personification in the lyrics by Vlad Malenko employing structural-semantic, componential, and comparative analysis. The study identified and described cases of anthropomorphism as well as provided their verbal and adverbial characteristics. Additionally, examples of anthropomorphised objects and inanimate objects naming various manifestations of the classical elements being attributed to professions were considered. Moreover, temporal magnitudes and object entities were characterised. The study shows that personification is one of the most important literary devices in Vlad Malenko’s lyrics. It is represented with the help of various linguistic means and is significant for understanding the poet’s worldview in which the surrounding reality at times seems more alive than humans themselves.

The article argues the absence of an unambiguous correlation between the substantive endings -a/-ya, -o/-ye, Ø (zero) and gender. The analysis of lexical, morphological, word-formation, and phonetic features of nouns identified eight patterns of their distribution by gender, or eight gender-determining facts. They are as follows: 1) lexical dependence of gender (papa (dad) – doch’ (daughter)); 2) lexico-syntactic (umnitsa (that’s my girl/boy); sud’ya (judge); tezka (namesake)); 3) morphological (rulevoi (helmsman) – mostovaya (roadway) – budushchee (future)); 4) phonetic-morphological (sad (garden), geroy (hero)); 5) lexico-morphological (zima (winter), belka (squirrel); sushchestvo (creature), pole (field); 6) word-formation (usilitel’ (intensifier) – yarkost’ (brightness)); 7) coordination (myslishka (little thought) – volchishka (little wolf), pis’mishko (short letter) – domishko (small house)); 8) traditional (pen’ (stump) – ten’ (shadow), nozh (knife) – rozh’ (rye)). The few exceptions to the second and fifth patterns either have to be memorised or fall under another gender-determining rule. The identified patterns of noun distribution by gender must be taken into account when studying the lexico-grammatical category of gender in lessons of Russian as the official language.

The present article describes the semantic features of names of persons functioning in the modern Russian language. The materials of the study were obtained from the Russian National Corpus, Russian dictionaries, texts of research articles on pedagogical issues, the information lexicographic resource "New in Russian vocabulary. Dictionary materials", and others. Changes occurring in the modern educational sphere have an impact on the Russian language vocabulary since the emergence of new lexical units as well as the development of new meanings of lexemes already functioning in a particular thematic group becomes necessary to denote new phenomena in the modern educational process.

It is relevant to study words that have become current in modern Russian written and spoken language but are not included in lexicographical sources. Such research using continuous sampling of factual material, descriptive and statistical methods, analysis and synthesis, componential analysis as well as analysis of the socio-cultural context enables one to determine the meanings of new naming units, describe the specific features of their combinability, and identify their syntagmatic potential. As a result of the conducted research, we identified 213 names of persons, i. e., naming units for educators, students, and heads of educational institutions engaged in the educational process at different levels of education. Next, we analysed semantic changes of the vocabulary in the educational activity sphere, identified new lexical units and described their meanings. Additionally, lexical units in groups of synonyms were analysed. The obtained results of the study enable us to identify dynamic lexical semantic processes, the development of syntagmatic and paradigmatic properties of lexical units naming persons in the educational sphere. The conclusion emphasises the importance of derivational word formation in the neologisation of the modern Russian language as well as the outlook for studying new word families evolving in the language.

The article describes the textual staple naprotiv (on the contrary) from a lexicographic perspective. The relevance of this study is explained by the fact that textual staples, often being multifunctional units, are one of the most important means of text organisation that can be used not only in the text, but also in the utterance. These functions, as well as the range of similar units as such, have not yet been sufficiently studied. The study used the methods of continuous sampling, description, and stratification. It is noted that the word naprotiv is a polyfunctional unit; however, the focus is on the least described function of the textual staple to date. The description takes into account the set of parameters developed by the Far Eastern syntactic school. The approach was chosen because these parameters enable one to provide a multi-aspect description, including the distinctive features of the functioning as well as the semantics of the textual staple, i.e., the key characteristics of the class of units under consideration. The textual staple naprotiv and its variant naprotiv togo (on the contrary) considered in the article have the meaning of opposition, which allows the units to be used in two functional-semantic variants: 1) opposition in its pure form; 2) the imposition of causal relations on the opposition. The textual staple naprotiv (on the contrary) has a rather limited scope (up to 2–3 sentences in the left and right context). Nevertheless, it can be used within a single utterance in the functions identical to those of a textual staple. Typically, naprotiv interacts with other function words and functions in the format of a staple phrase, which determines the variation of punctuation.

The relevance of studying the results of the work done by the linguistic services of the Russian language is determined by several factors. These include the need to describe the general level of Russian language proficiency. Next, it is important to identify the norms difficult for native speakers to master and the points of those rules that require clarification and supplementation. Moreover, there is a need for effective forms and methods of work in Russian language lessons. This article aims to characterise the methodological foundations and principles of the Russian Language Reference Service (RLRS) in the Republic of Crimea and to describe the possibilities of using the Service’s materials in teaching and research. Theoretical (analysis, synthesis, classification) and quantitative (statistical) methods were used in writing the article. The research material consisted of questions received by the Reference Service and answers prepared by its experts. The article analyses the RLRS activities, defines their role in forming and promoting language literacy, and describes the current state of the Russian language. The research characterises the distinctive features of the RLRS in the Republic of Crimea as well as describes the methodological foundations that form the focus areas and principles of the Service’s work. Moreover, common issues that concern modern speakers of the Russian language in Crimea regarding the functioning of the modern Russian language are identified. The conducted content analysis of questions received by the Service enabled the identification of the most difficult norms for native speakers to master. The results made it possible to compile a list of those topics of the subject "Russian Language" that should be given special attention to in order to prevent errors in oral and written speech. The article offers a list of assignments that are recommended to be completed using the Service’s materials as part of studying the subject "Russian Language". The paper concludes that the RLRS in the Republic of Crimea is an important project of Crimean linguists in the system of work on describing the Russian language, increasing proficiency in it, and enhancing the methodology of its teaching. The work of the Service is based on a specific linguistic theory of language description, i.e., linguistic functionalism. An important role in raising the level of language literacy is played by both the explanatory work concerning issues of using the Russian language and the content analysis of incoming questions and their scientific description. The RLRS activities have scientific, enlightening, and educational potential.