Pushkin State Russian language Institute

Contemporary advertising texts exhibit features of polydiscursivity. This study demonstrates the hybrid nature of advertising-tourism discourse, evaluating its communicative-pragmatic parameters and linguistic means. The research aims to prove the hybrid (or polydiscursive) nature of advertising-tourism communication, which arises from the interaction of its constituent discursive components. These components exist in a relationship of functional complementarity, where tourism and advertising communication serve as the discourse foundation, while media, presentational, and service discourses act as additional discursive components. The scientific novelty of the work is determined by the factualization of data proving the hybrid nature of advertising-tourism discourse, as well as the unexplored nature of this phenomenon. For the first time, the composition and functionality of the discursive components of advertising-tourism discourse are defined, contributing to the development of the Russian theory of discourse studies. The results of the scientific research highlight the significance of discursive components from the perspective of their pragmatic functions, which are realized in specific advertising genres and manifested in language.

The object of the paper is Russian multiplicative verbs, that is verbs denoting repeating homogenous acts, cf. šagat’ («to step»), maxat’ («to wave»), ikat’ («to hiccup»), etc. My goal is to specify the definition of this class of verbs and to interpretate from the semantic point of view a well known systemic ambiguity of some sentences with such a verb. The study is carried out within the frame of Moscow semantic school. The problem is that there are many verbs which denote processes consisting of repeating homogenous acts, and still such verbs are never classified as multiplicative; cf. idti («to walk»); bežat’ («to run»); kosit’ travu («to mow the grass»), etc. The point is that in the focus of the meaning of a multiplicative verb are repeating homogenous acts while in the focus of idti ‘to walk’, bežat’ ‘to run’, kosit’ travu ‘to mow the grass’, etc. is purpose of action. I also demonstrate that meaning of many multiplicative verbs contains semantic component ‘once or more than once’, and because of that in some contexts they denote not series of homogenous acts but a single act. I call such multiplicative verbs non-strict as opposed to strict multiplicatives which always denote repeating homogenous acts (cf. drožat’ «to tremble for some time»). From this point of view I discuss aspectual pairs like šagat’ – šagnut’, maxat’ – maxnut’. The semantic interpretation of the verbs under discussion allows us to reveal the direction of derivation in the pair multiplicative – semelfactive.

The purpose of the study is to theoretically substantiate and experimentally test a set of methodological requirements for the use of Russian-language media texts as a means of developing socio-cultural competence (CCM) in the Arabic-speaking audience (using podcasts as an example). The article reveals the essence and structure of the CCM, analyzes the didactic potential of media texts in the context of new challenges of language education. The scientific novelty lies in the fact that the author proposes and tests an original methodology for CCM formation based on media texts, built on the principles of dialogue of cultures and a nationally-oriented approach in the context of modern risks of “non-dialogue of cultures”. As a result, the methodological requirements for the use of media texts were formulated, the high efficiency of the proposed methodology was proved (the increase in the CCM level from 38% to 80%), and qualitative shifts in students’ ideas about Russian culture were revealed.

The article presents the results of a comparative analysis of the assessment strategy and its tactics in Russian and English creative competitive TV-shows in terms of the principles of politeness. Public communication sets special conditions for jury members’ choice of assessment strategy and its tactics. The identification of assessment techniques and the choice of their linguistic design are carried out with consideration to the communicative features of Russian and British linguistic cultures, the discursive characteristics of the TV-show, as well as the format of the TV-project. The article describes tactics of positive politeness in Russian and British creative competitive TV-shows (Nu-ka, vse vmeste! (All Together Now!) and Britain’s Got Talent) that reflect both general techniques of polite speech behaviour of jury members and its national and cultural specifics. The research showed that the production of a polite assessment judgment depends on several factors as follows: the format of the TV-show, the specifics of the contestants’ performances, the factor of maintaining a positive face of the communicants, as well as the type of linguistic culture and the norms of polite behaviour established in it. The following tactics were identified as universal assessment techniques: “Admiration,” “Praise,” “Compliment,” “Self-presentation,” “Appeal to personal experience.” Russian culturally specific techniques include the tactics called “Assessment in terms of the professional norm” and “Assessment of the emotional influence.” British culturally specific tactics are as follows: “Best performance,” “It’s impossible!” and “You are special.”

The article is devoted to the analysis of politeness strategies implemented in the textbooks of Russian as a foreign language. The success of intercultural cooperation largely depends on the participants’ skills to apply communicative strategies, which allow them to maintain harmonious relationships and prevent conflicts. The paper aims to describe the distribution of positive and negative politeness techniques in learning dialogues. The undertaken contextual and pragmatic analysis resulted in identification of significant prevalence of positive politeness strategies in learning dialogues. Most frequent are the strategies: “to notice the listeners, pay attention to their interests and needs” and “to use in-group identity markers.” Negative politeness strategies are less common in textbooks, with the dominance of “being conventionally indirect,” “questioning and hedging,” and “apologizing.” This kind of distribution is noted to correspond to the peculiarities of Russian communicative behaviour, which implies intimacy and mutual understanding in converse. Special emphasis is placed on the cross-cultural differences: textbooks intended for Chinese learners commonly employ the strategies that intensify group harmony, while the material intended for European learners emphasises negative politeness strategies. It is explained by cultural diversity of the target groups.

The subject of the article's research is the manifestation of bullying in elementary school, as it is a widespread phenomenon in school. Bullying can also happen outside of school (for example, on the way home). It is important not to confuse bullying with conflict, as it implies an unequal distribution of power. We have conducted an expert survey in which primary school teachers participated. We found that most teachers described bullying as repeated meanspirited ridicule of another pupil. Most respondents confirmed the presence of bullying in their classes. According to respondents, a child who has been bullied should definitely seek help from an adult, being confident that they will receive assistance. Within the framework of the article we offer various methods and tools for preventing bullying. Establishing strict disciplinary rules, organizing extracurricular activities, teamwork building, and creating a friendly atmosphere in the classroom can be ways to prevent bullying.

The aim of the study is to detect and explicate the correlations of phraseology and linguoculture based on the linguo-semiological comparative description of political and media discourse using the material of the Russian and French languages. Achieving this aim lays the foundation for the optimal and constructive positioning of the phenomenon of “short catchphrase” (hereinafter referred to as SCF) as an object of research in the mainstream of discourse analysis. The scientific novelty of the work is seen in the application of a convergent approach to the study of various concepts of SCF and in the creation of an updated model of linguo-semiological description of short stable expressions to clarify the conceptual apparatus and more clearly structure the terminology of phraseological disciplines, as well as the theory of language and the theory of communication. The definition of the SCF proposed in the work is relatively new, based on the interlingual principle of structuring the term, which creates an epistemological reserve for constructing a linguo-gnoseological platform for an autonomous philological discipline. The key point of the work is the attitude to language as an open, actively developing system of semiotic supports and guidelines aimed at optimizing phraseologized communication, which should be based not only on an emotionally expressive message, but also with the involvement of the memory potential, additional cognitive efforts, will and imagination. Based on the data obtained, it becomes possible to identify additional mechanisms of phraseologized narrative, which leads to a dialogue and constructive synergy between representatives of various sciences and disciplines, on the paths of constructing and implementing models of adequate empathic communication associated with the dynamics of the development of interaction between linguo-semiotic and linguocultural parameters of a speech act.

INTRODUCTION. Psychological topics are currently in demand in video blogging. The purpose of the study is to identify approaches of video bloggers of the Russian-speaking sector of the Internet to informing about cyberbullying, to specify the dominant rhetoric in this thematic niche.MATERIALS AND METHODS. The research material is the videos posted on the Rutube platform and issued first by prioritization algorithms for the query “cyberbullying”. Based on a multimodal discourse analysis of these videos, we specify the dominant rhetoric in the description of cyberbullying, and also record the dominant subtopics within the key topic.RESULTS AND DISCUSSION. Video bloggers are actively developing the topic of cyberbullying. In terms of dominant rhetoric, we cannot speak about the predominance of objective or subjective forms of information presentation – they are present in the analyzed content to an equal extent. At the same time, it can be noted that the rhetorics of optimism and rationality dominate over the rhetoric of frustration. Attention is paid to such aspects of the phenomenon as types, causes and means of preventing cyberbullying. At the same time, cyberbullying is not always defined, indicating that the term is gradually becoming generally accepted. At the same time, its interpretation is extremely variable among different authors, and the range of phenomena united by the term “cyberbullying” is wide. The description of the causes and ways of combating this phenomenon are also varied.CONCLUSION. In the analyzed media sector such phenomenon as retelling of the same type of information in different variants, as well as prescriptive manner of narration is widespread. However, the majority of publications are of a constructive nature and are aimed at combating the negative consequences of cyberbullying.