Creative communication of artistic systems M. Tsvetaeva and B. Pasternak

This article proceeds from the fact that the problem of interaction and mutual influence is quite acute in literary studies. In this regard, the relevance of the research is due, firstly, to the correspondence to the priority direction of modern literary studies associated with the comparative analysis of the text, and secondly, to the need to disclose the deep theoretical and artistic content of creative communication of such artistic personalities of the XX century as M. Tsvetaeva and B. Pasternak, whose legacy still contains many lacunae. The methodological basis of the research is an integrated approach, including comparative-historical, historical-literary, comparative-typological, system-analytical and biographical methods, as well as the method of comparative studies, which allows to study literary analogies and connections of different national literatures, their refraction in the texts of the authors studied. Hermeneutics contributed to the mental comprehension of the analyzed texts, the mental processing of textual information. An important episode in the history of world poetry was the correspondence-dialogue of iconic poets for their time: M. Tsvetaeva and B. Pasternak. Correspondence is valuable not only because it shows us the life of poets in relation to time. The creative aspect of correspondence is very important. The rapprochement manifested in it and at the same time the repulsion was deeply creative and left deep traces in the legacy of all its participants. Poets, albeit to varying degrees, concentrated and passionately, sought to define for themselves the essence of life and poetry. In the course of the research, the author of the article comes to the conclusion that, firstly, the literary process is characterized by a systematic nature in which authors and their works are in certain relationships to each other. Secondly, the thirteen-year correspondence of M. Tsvetaeva with B. Pasternak was very significant for literature. Thanks to mutual communication, creative interaction, the poets created unique, emotionally deep works.

Verbalization of basic emotions on the material of the national corpus of the russian language: comparative analysis of the verbalization of emotions fear and horror

Modern linguistics is characterized by anthropocentrism, in the center of its research attention are questions about a person based on his integrity and exclusivity. This article is devoted to the study of the verbalization of such basic emotions as fear and horror. The subject of the research is the features of the basic emotions of fear and horror in the modern Russian language. The work was carried out on the basis of the material of the National Corpus of the Russian Language. The purpose of the work is to identify and define the features of the verbalization of emotions fear and horror in the modern Russian language. The relevance of the study is due to the inevitable dependence of every sphere of a person's life on his emotional state. Despite the extensive study of emotions by psychology, psycholinguistics, linguistics, a number of questions remain in this problem. The materials of the Russian National Corpus provide great opportunities for studying the verbalization of the emotions of a native speaker of the Russian language in various genres and styles, which allows reaching a new level of research. The peculiarity of the study of emotions is found in the variety of linguistic means of their expression, which include the appropriate vocabulary, phraseological constructions and a certain compatibility. The novelty of the research lies in the fact that the comparative analysis of the verbalization of the basic emotions of fear and horror is carried out on the basis of the material of the National Corpus of the Russian language. In the course of the work, the following methods were used: descriptive, involving the analysis of both theoretical and empirical material, generalization and interpretation of the results obtained; component analysis; introspection method; comparative and comparative and statistical methods. The practical significance of the study is due to the fact that its materials and conclusions can be used in university courses in lexicology, lexicography, psycholinguistics.

“Harvest” by Denis Tretyakov: modeling the image of the world through historical, metaphysical and receptive transcendence

The author turns to the synthetic (intermediate) analysis of the musical composition Harvest by Denis Tretyakov. Two interpretative and semantic layers of the song text are identified and analyzed. The socio-historical (external) level of the text is realized through a decipherable event-plot code. The second (internal) level of the text is much more implicit, since it correlates with its metaphysical semiotic component. It is here that the key to an adequate interpretation is hidden. The song Harvest is connected with the ode To Joy (Beethoven / Schiller) both musically / melodically and textually. Moreover, the correlation of different levels can be traced with individual texts of other authors, in turn, conceptually correlated with this work. These are primarily Gnostic apocrypha (The Apocrypha of Johan, The Walk of the Virgin in Torment), the involvement of which serves to a certain extent the correct analysis of the central image (Misha Gorlikov). He can be identified with both Michael the archangel and the fallen angel Samael, which allows us to speak about the ambivalence not only of the image itself, but also of the picture unfolded in the text, represented as a universal model of the world. There are at least two ways of receiving the ode To Joy by Denis Tretyakov: embodying the original idea and rethinking it. Both solutions receive voluminous, multi-valued implementations, although it is the second way (reinterpretation) that is obviously semantically representative and dynamic. Thanks to the original explication of the musical and verbal sides of the composition, a new author's concept is born, a new own text, at the same time understood as a kind of gesture of art / anti-art.

Mythological motives in the fairy tales of M. Vagatova

The Khanty writer Maria Kuzminichna Vagatova (Voldina) put into her fairy tales not only moral and ethical guidelines for the younger generation: what is good and evil, the need to respect nature and animals, but also the cultural layer of the indigenous people of the North, which consists of mythological motives. The tales of Maria Vagatova are studied in the national schools of Khanty-Yugra within the framework of the subject Native (Khanty) Literature, due to which students absorb a conscientious appeal to the world around them from childhood, and also study a significant part of Khanty mythology, which has not disappeared under the influence of modernity and forms the outlook of those who still honor the traditions of their ancestors. The relevance of this topic lies in its poor study. When looking for the necessary information, it was noticed that most often when considering the work of Maria Vagatova, researchers turn to her poetry, and not to fairy tales, and mostly in the aspect of comparison with the works of other Khanty writers. This explains the theoretical significance of this article. The practical significance implies the possible use of the analysis of mythological motives in the fairy tales of Maria Vagatova in the educational activities of national schools. The main content of the work is based on the analysis of mythological motives in the fairy tales of Maria Vagatova from the collection Tyoi, Tyoi: Hips-Vips, Hily and Aki Black Heart, Hare and Fox, Khlebushko, Bunny-Black Tail ... To identify these motives, elements of a system-holistic analysis of a work of art and a hermeneutic method were used.

The system of work with underachievers in english lessons at the primary school level

The problem stated in the paper concerns one of the main problems of modern schools underachievement in foreign language lessons. The paper presents the main reasons for poor performance, as well as the rules that must be followed by the teacher when working with underachieving children in English lessons. The subject of the study is the system of work aimed at eliminating underachievement of primary school students in English. The aim of the research is to identify the reasons of the problem and to develop a series of classes in English to tackle underachievement in English. The theoretical significance of the study deals with generalizing of the methodological material for determining the causes of underachievement and ways to overcome it. The paper can serve as a basis for further scientific research related to the definition of the ways to improve the quality of education of schoolchildren. The practical significance of the paper lies in the possibility of using the essentials of the study in the organization of the educational process in English. The theoretical and methodological basis includes the works on the causes of underachievement (K.V. Bardin, L.S. Slavina, K.N. Meshalkina, I.V. Dubrovina); research on psychological and pedagogical problems of underachievement (P.P. Blonsky) particularly, in English (N.P. Lokalova, Z.I. Kalmykova, M.A. Kholodnaya); methodological works on the definition of difficulties and causes of underachievement (S.N. Kostromina, A.F. Anufriev, Yu.Z. Gilbukh, A.A. Budarny). The research methods are the analysis of psychological, pedagogical and methodological literature, logical argumentation, proof, generalization, logical justification, synthesis, reflection, description.

Possibilities of using the electronic educational resources to ensure the interactivity of the learning process

This article provides information on characteristics and classification of electronic educational resources according to the type and purpose of use. The main parameters of electronic educational resources such as electronic type of publication (resource); subject area of study; the proposed level of education; the proposed type of educational process; peculiarity of the audience are described in the article. The possibilities of using electronic educational resources to ensure the interactivity of the learning process are also considered, their advantages such as the ability to simulate various processes that replace the use of special equipment and reagents, interactivity, the possibility of network distribution, ease of information retrieval, openness for entering new data, compact storage data are also describes, as well as some disadvantages such as the possibility of information oversaturation of the educational process, the emergence of additional cognitive load, etc are noted in the article. The article also explains such types of electronic educational resources as a computer textbook (textbook, lecture notes, etc.), an electronic reference book, a computer book of tasks, a computer laboratory practice (models, simulators, etc.), a computer testing system that are widely used by teachers to increase the interactivity of the lessons. New types of e-learning resources that have become the most popular links with the transition to online learning like Zoom, Google meet, Google classroom, Microsoft teams and their role in improving the efficiency of the educational process are also described in this article. The role of the teacher and their tasks and goals and requirements, which have increased with the advent of digital educational resources, are also discussed in the article.

Perception of advertising texts by native russian speakers of different age groups

The article presents the results of an experimental study of the perception of advertising texts by speakers of Russian of different age groups. The subject of the research is the peculiarities of respondents' perception of advertising texts. The main objective of the study was to identify the emotional and evaluative component in the perception of the proposed advertisement texts by representatives of different age groups, which determined the choice of the research approach to the linguistic material. Three advertising texts from the social network Instagram were taken for the experiment. The study was conducted in the form of a survey on the online platform Google Forms. The survey was conducted in two stages. The first stage was a psycholinguistic experiment using the semantic differential method, and the second stage was a questionnaire survey followed by quantitative and qualitative interpretation of the results. The semantic differential method allowed to reveal the emotional and evaluative component, and the questionnaire method allowed to verify the obtained results. The aim of the article is to present the peculiarities of the perception of advertising texts by representatives of different age groups. The analysis of the experimental materials allowed us to conclude about the difference in the perception of one advertisement by people of different ages, as well as about the effectiveness of the semantic differential method for studying the perception of polycode advertisement texts. The experimental study confirmed the hypothesis that when creating advertising texts it is necessary to take into account the difference in the perception of advertising by people of different ages. Only in this way can an effective advertisement text be created, which will work for the main purpose the sale of a product or service. The hypothesis that the semantic differential method is effective for studying the perception of an advertisement text, including respondents of different age groups, was also confirmed. The results of the experimental study provide an opportunity to expand the understanding of the possibilities and effectiveness of using the semantic differential method in studying the respondents' perception of the advertising text, and can also be applied in the training of advertising professionals.

Complex ekphrasis of the Hermitage moving in the latest russian poetry

Poetic ekphrasis may be not only simple, like a description of a work of art as a system of images that naturally come to life in an artistic description, but also complex, meaning the stay of exhibits in a museum or gallery. Complex ekphrasis is used also be different, in contrast to the type of contextualization of exhibits in the space intended for them, and a special ekphrasis of movement can be distinguished, where it is not the delay in front of the exhibits that is important, but the experience of the museum space itself as strange, existentially significant and associated with key existential moments in the life of a lyric character. In such a subspecies of ekphrasis, it is not the action of the imagination that is essential, but the skills of orientation in a value-marked space, with signs of up and down, openness and closeness, due to which the return of aesthetic experience in a complex existential situation is thought. The article offers a close reading of several examples of such an ekphrasis of gallery movement. In the poetry of Mikhail Eremin, the Saint Petersburg Hermitage turns out to be, first of all, a place of various forms of reflection, and the overlap between the metaphorical (reflection and attention to the phonetics of speech) and literal (mirror) understanding of reflection forms a mechanism for the quickest transition from spatial confusion to the aesthetic experience of the Hermitage collection. In the poetry of Sergei Stratanovsky, on the contrary, the Hermitage is shown through the eyes of a conventional character, immune to culture, where the mechanisms of such a transition are absent, and any attempt to simplify spatial self-awareness turns into a total immunity to art. In the poetry of Asya Veksler, the Hermitage turns out to be a hero with its own subjectivity, modeled on Petersburg in Anna Akhmatova's Poem Without a Hero, and this allows the episodes of a love drama to be developed as confirmed by various formal decisions and to erase the border between the aesthetics of space premises and the aesthetics of works. All three solutions imply the general properties of a complex ekphrasis of displacement: 1) a presence of an existential basis of a poetic utterance, detached from the usual modes of relations with time, partially blocking the usual modes of aesthetic perception of works of art, 2) a constant search for means of overcoming this blocking, which can be successful, if associated with the acceleration of sensory experiences, and unsuccessful if associated with frustration and/or routine admiration, 3) a situation in which architectural and design decisions are perceived as deeply symbolic and valuable, while works of art remain mysteries among other mysteries, and only the correctly found speed of mental work with the past and the present allows them to be perceived, 4) uses of the names of artists and plots of works not as symbols, but as part of the route, with the ambiguity of this route, the lack of sufficient motivation for it in the plot, but partial support from the book explications or educational habits, 5) an attention to the formal components of both the interior and individual works, as the only key to integrating these solutions into large value oppositions. A close reading of these poems allows for a better understanding of the importance of formal analysis for a comprehensive understanding of fine art and plastics and their reflection in literature as an art that deals with different modes of sensing time.

Linguistic status of detached constructions (with the involvement of the material concerning parcelling)

Scientists are paying more and more attention to such expressive-syntactic constructions as joining and parcelling. The analysis of scientific works shows that the linguistic status of connecting structures is interpreted ambiguously. To distinguish between affiliation and parcelling, researchers usually propose two criteria: structural-semantic and formal. According to the first criterion, connecting structures are included in the main offer, and parceled structures are outside of it. According to the second criterion, a connection is considered to be such a structure that has special connection markers in the form of unions, union words, etc. Both criteria, in our opinion, do not allow us to unambiguously distinguish between connecting and parcelled structures. During the formation and development of the theory of connection and connecting structure, the works of academicians L.V. Shcherba, V.V. Vinogradov. In particular, the article by Professor E.S. Kryuchkova On connecting ties in the modern Russian language, which for many years has shaped the views on accession and influenced the opinions of more than one generation of linguists. However, the emergence of the theory of parcelling could not but affect the theory of the connecting structure: several types of connection were distinguished, the structure began to be considered against the background of parcelling, difficulties arose in distinguishing between connecting and parcelled structures. This article analyzes special works devoted to the connecting structure, more precisely, those studies, the authors of which ignore parcelling. However, there are other views of scientists on the connecting structure, one of the types of which we conditionally attributed to the second type of connection. This variety will be the subject of our further research.

Paremiological representation of concept “Word” (in the English, Russian and Uzbek Languages)

The aim of this article is to study the national-cultural specifics of the concept Word and peculiarities of its verbalization on the material of paremiological units of the English, Russian and Uzbek languages. The scientific novelty of the research is determined by the identification of the specific features of the verbalization of the image-bearing and evaluative components of the concept Word in the languages under consideration. The image-bearing component of the concept Word in each language is represented by metaphorical nominations, which, according to the way of reflecting cognitive thinking, are subdivided into objective, natural, ornithological and anthropomorphic. The evaluative component of the concept Word is characterized by the accentuation of evaluative component, which expressing cognitive-conceptual signs of a positive and negative character, forms the conceptual space of axiological dominants, a set of which forms a certain conceptosphere topical for a particular culture and gives opportunity of revealing the national identity of each linguoculture under consideration. As a result of the comparative and cross-cultural analysis of cognitive-conceptual features identified at the level of proverbial units, universal and national-specific features of the verbalization of the concept Word were determined. National and cultural specifics of the concept Word is determined by the peculiarities of the national perception of this concept by the representatives of the studied linguocultures in accordance with their axiological dominants. Analyzed units were compared according to the followings: a) metaphorical nominations and cognitive-conceptual features (image-bearing, evaluative) expressed by them; b) according to the degree of representation of cognitive-conceptual features in each of the languages under consideration; c) by the thematic relevance of the identified cognitive-conceptual features; d) on the basis of the presence/absence of cognitive-conceptual features in a particular linguistic culture.