Vol 23, No 1 (2025)

Integration is characteristic feature of modern sciences. It implies interpenetration, synthesis of knowledge, and unification of several sciences. A prominent example here is communicative cultural linguistics, an avant-garde direction that requires theoretical and practical justification. Many Russian linguistic studies are devoted to the interaction of language, culture, and communication; this undoubtedly indicates the relevance of this issue. This relevance of our research is conditioned by the need to justify communicative cultural linguistics as an independent scientific direction. The relevance of the study is also lies in the need of studying new areas of modern linguistics and conducting interdisciplinary research on the relationship between culture, language, and communication. The aim of the study is to formulate and develop the theoretical frameworks of communicative cultural linguistics, to justify it, and to determine its origins, current issues, and prospects. Modern linguistic articles on language, culture, and communication specifics serve as the material for this research. The main research methods are analysis and synthesis, explanatory description, generalization, characteristics of entities, continuous sampling of language means of creating advertising images in internet texts. The research focuses on communicative cultural linguistics as an avant-garde and promising direction of modern linguistics. This area of scientific knowledge is only outlining the main directions, determining its specifics, and forming its terminological apparatus. The authors conclude that cultural linguistics of Internet communication and cultural linguistics of advertising are the popular varieties of communicative cultural linguistics. The authors consider works on tourist Internet discourse to be promising. In this sense, online travel guidebooks and travel blogs are the most popular tourist Internet communication genres; they present the most important information about the country culture, mentality, etc. Their main task is to intrigue Internet users and build a certain “catchy” advertising image in the minds of readers in order to attract them as a target audience.

The study reveals the cognitive features of the concept “Russian language” in the linguistic consciousness of foreign students. The relevance of the research lies not only in developing linguistic-cognitive methods for studying concepts in the conceptual sphere of various groups of language users (mono-speakers, bilinguals, foreign speakers), but also in identifying the specifics of the concept “Russian language” in the linguistic picture of the world of foreign students studying language inside a linguistic-cultural environment and outside of it. The knowledge of conceptual sphere of a foreign student allows teachers of Russian as a foreign language to identify, shape, and enhance students’ motivation. The article is aimed at describing the concept “Russian language” in the linguistic and cultural consciousness of foreign speakers and at establishing features of its conceptualization among foreign students studying abroad, outside the linguistic environment. To achieve this aim, an overview of the most representative scientific results was made. Experiments were conducted in two groups: (a) international students in Arkhangelsk and (b) foreign students of Tamkan University studying Russian as a foreign language outside the language environment, with fragmentary immersion in authentic communication through online learning. The received data were quantitatively and qualitatively analyzed with the semantic-cognitive methodology for describing concepts (Z.D. Popova, I.A. Sternin). The analysis reveals that in the mindset of foreign students the concept “Russian language” has evaluative and interpretative features. This indicates the active conceptualization of this concept in the process of learning. The core of the concept consists of utilitarian (easydifficult; means of communication; study; career) and evaluative (beautiful, good) cognitive features. The specificity of this concept among foreigners studying Russian outside the linguistic-cultural context is found in precedent names, stereotypes, the priority of the cognitive attribute difficult/complex , a close connection with the content of educational material, and an emphasis on the interpretive attribute “uniqueness”. The authors conclude that the evaluative and interpretive field, informational content of the concept “Russian language”, and its cognitive characteristics are determined by the academic context: the relationship between the native and the studied language and the presence or absence of a language environment. The comparative analysis of the verbal value of the concept “Russian language” and the corresponding fragment of the worldview can help develop culturally adjusted courses for teaching Russian as a foreign language abroad.

The relevance of the linguistic-cultural description of the symbolization of paper is due to the extremely high significance of this phenomenon in institutional and personal communication, its multifaced evaluative characteristics, its influence on the development of society and civilization. The considered paper symbolization is understood as the development of associative evaluative potential of the corresponding concept. It is realized in the Russian linguistic consciousness in the following directions: a document that determines the fate of a person; creativity requiring inspiration; short-lived and easily inflammable material. The material of the study includes the data of explanatory, encyclopedic, and associative dictionaries, examples from Russian National Corpus, proverbs, sayings, aphorisms, and poetic texts. The authors used methods of semantic, contextual, interpretative, and linguistic-cultural analysis. The aim of the study is to determine the conceptual, figurative-perceptual, and evaluative characteristics of the concept “paper”, to show the symbolization of paper in the artistic text. The study showed that the collective and individual consciousness has extremely negative attitude to documents and laws restricting the freedom of people. The evaluation of creativity is reduced to proclamation of its super value, inadmissibility of imitation. Understanding short-lived nature of any paper material requires careful handling. For symbolization, the functional characteristics of paper appear to be more significant than physical ones. The prospects of the study are further linguistic-cultural study of paper symbolization in modern communication tools.

The study presents linguistic description of the dynamics of Internet discourse. Nowadays, Internet discourse is not only individual speech practice, but also global communication. Linguists are naturally interested in the issues of the Internet, studies devoted to the emergence and consolidation of the corresponding linguistic means, including ones used in the Russian language, are certainly relevant. In this regard, practically relevant tasks are to consider the sufficiency of modern Russian vocabulary in the context of Internet communication and to identify its corresponding potential for further development of the Russian lexicography. The aim of this study is to analyze the lexicographic reflection of linguistic units associated with the Internet and the trends in their dictionary representation under modern conditions. The empirical possibilities of both this study and linguistic papers devoted to IT issues in general are provided by statistically significant data of modern discourse, in particular, data available through corpus methods and Internet search. To achieve the goal of the study, the representative material available in Russian National Corpus was used. In accordance with the topic of the study, the analysis was focused on the dictionaries of the Russian language: the ones interpreting it, for example, the “Modern Explanatory Dictionary of the Russian Language” edited by T.F. Efremova, and the ones regulating real speech practice, for example, the “Russian Spelling Dictionary’ edited by V.V. Lopatin and O.E. Ivanova. The study used a set of analytical methods, including discourse analysis, component analysis, as well as synthesis, modeling, comparison, and other general scientific and linguistic methods. In general, the authors conclude that the Russian Internet discourse is highly dynamic. At the same time, the model of the ongoing changes shows that lexicographic sources reflect the dynamics of the language incompletely and selectively. The results obtained can be used in organizing scientific support for the modern Russian communication, optimizing lexicographic work, and studying a wide range of theoretical and practical issues of linguistics.

The relevance of the study is conditioned by the need to develop speech imagery in foreigners studying Russian and to improve their communicative competence in speaking and writing. The aim of the study is to justify the use of metaphorical associative cards in teaching a foreign language and to suggest forms of working with metaphorical cards at classes of Russian as a foreign language. The feasibility and prospects of metaphorical associative cards are proved with empirical and analytical methods; a pedagogical experiment was conducted in a group of Chinese 3rd-year students of “Linguistics” at Peter the Great St. Petersburg Polytechnic University; oral statements of students produced when working with usual metaphors and with a metaphorical map were analyzed. Comparative analysis of students’ statements allowed us to interpret metaphorical associative cards as a tool for foreign language speech development, substantiate its expediency for the development of students’ speech imagery. The speech imagery is understood as a mechanism for forming an idea of a future statement. Together with speech actions, it takes part in the process of speech generation. The metaphorical map increases students’ creativity, allows them to move from combining template constructions to creating an original text idea. The study characterizes the functions of a metaphorical associative map at different stages of a student’s speech activity, gives recommendations for using them for developing creative speech abilities of foreign students and their speech imagery, and suggests scenarios for working with them at the classes of Russian as a foreign language. The study implies further search for ways of developing speech imagery and increasing the linguistic and didactic potential of metaphorical associative cards in teaching Russian as a foreign language. The results of the study are useful for teaching written and oral communication in a foreign language.

The relevance of the present review is determined by the need to identify the main methodological problems related to the study of Russian grammar among Myanmar learners. The modern linguodidactic materials analyzed show little interest in the comparative analysis of the Russian and Burmese languages. The aim of the study is to justify, based on an analysis of current literature, a methodology for teaching verbs of motion with figurative meanings in the didactic-methodological context for Myanmar students learning Russian as a foreign language (RFL). The research employed the method of comparative analysis of verbs of motion in Russian and Burmese, as well as a generalization of didactic-methodological approaches to teaching students from the Republic of the Union of Myanmar a specific group of Russian verbs. Additionally, it involved summarizing the experience of teaching RFL (both personal experience and that of colleagues) at Myanmar universities. The study demonstrated that both general theoretical prerequisites for the difficulties faced by native speakers of Burmese and specific practice-oriented challenges in the use of verbs of motion with figurative meanings can be addressed at the propaedeutic stage of RFL instruction, provided that certain methodological conditions are met, such as the gradual introduction of vocabulary and comparison with the students’ native language. Based on the literature review and the proposed methodological recommendations, it is necessary to develop didactic materials that would not only help reduce the number of errors and improve students’ language competence but also accelerate their cultural and academic adaptation. From the didactic-grammatical perspective, it is also promising to study and apply in practice techniques of comparative-visual and descriptive approaches that would help Myanmar students differentiate verbs of motion with figurative meanings in the Russian language.