The article is devoted to the history of the appearance and functioning of the word supertask (sverhzadacha) in the Russian language. Two lines of the lexeme functioning were distinguished: the first is associated with the etymology of the word, the second – with its use by K. S. Stanislavsky in the terminology system and the further entry of the unit into general use on the basis of determinologization. It is interesting that the second meaning has acquired the most widespread use. Only in the past two decades, the word has begun to lose its connection with the process of artistic creation. The purpose of the study was to briefly review the history of the word: from its first fixation in the Russian language and application by K. S. Stanislavsky (to designate one of the key concepts of Method Acting) up to modern contexts of use. The entry of the lexeme into the language was investigated using structural methods. The methods of contextual and distributive analysis were used to analyse both the contexts in which Stanislavsky used this word and the process of its fixation in the National Corpus of the Russian language. Statistical analysis was used to trace the dynamics of integration of the lexeme into the Russian language and its fixation in various spheres. The methods of component and comparative analysis were used to describe the formation mechanism of the initial term in the historical context. Borrowings of the term supertask (sverhzadacha) were found in other languages, indicating the spread of Stanislavsky’s system. The conclusion is drawn that the word supertask (sverhzadacha) functions in the Russian language mainly as a term from Stanislavsky’s system, gradually becoming determinologized and returning to the meaning conveying the logical sum of its constituent components.

The article briefly highlights the life path and scientific heritage of Vlas Platonovich Zhukov (1921– 1991), Doctor of Philology, Professor, Honoured Scientist of the RSFSR, one of the leading phraseologists in Russia. The constructive pillars of the scholar’s concept consisted in two oppositions: 1) a phraseological unit and a word 2) a word and a component of a phraseological unit. In line with this direction and using the method of phraseological application, a whole complex of fundamental problems can be solved: the originality of the phraseological meaning in comparison with the lexical meaning, the sign properties of the components, the typology of accompanying words, the differentiation of synonymy and variance of phraseological units, the role of evaluativity in the formation of the semantics of a phraseological unit and its categorical properties, etc. The author’s main theoretical provisions were successfully implemented in his textbooks, teaching aids and dictionaries.

This article aims to identify and substantiate the existence of specific national standards of male beauty as the nation’s value orientation. The research was conducted using the methods of descriptive, comparative and contextual analysis, as well as quantitative calculations. The article confirms that the carriers of modern dialects have the idea of the secondary importance of male beauty over such qualities as strength, activity, intelligence, etc., which represent male dominance and status superiority. This idea reflects the national traditional value attitudes. It is noted that, although the traditional society does not recognize the social significance of male beauty, this phenomenon and its standards find representation in dialects. The following content characteristics of male beauty, which meet the traditional aesthetic ideas of Russian people, were confirmed by paroemiological materials: strong and harmonious body, physical strength, manner, good height, round face, blond hair, light-coloured eyes, etc. In addition, it was found that the disdainful attitude of Russian men towards their appearance is associated with their adherence to the "norm of anti-femininity", which is typical of a patriarchal society. This norm also implies that men consider care about attractiveness as disrespectful, lowering their status. A conclusion is made about the specificity of Russian standards of male beauty, the content characteristics of which reveal the national-cultural idea of masculinity. Assumptions about the necessity to analyse the viability and stability of these stereotypes in the context of aggressive globalisation were made.

This article aims to determine the types and role of phonetic transformations of words as an active tactics applied in modern Russian poetry. This problem has not received sufficient theoretical attention, which is significant for an adequate analysis of artistic speech. The methods of functional and contextual analysis were applied allowing the phenomenon under study to be considered as an element of an integral literary text. As a result, the functions of phonetic transformations of words in poetic speech were revealed, in particular: 1) rhythmic (primary associated with the nature of poetic speech); 2) iconic, including the function of creating sound imagery (contributing to an enhanced expression of the author’s intention and ensuring the participation of phonetic transformations in certain types of stylisation); 3) compressive (reflecting the tendency towards speech economy, focused on spoken speech and incomplete pronunciation style); 4) text-forming (sound transformations as the main expressive means of a text can determine its structure); 5) euphemistic (the transformed version of the word constructs a phonetic allusion to its original version); 6) comic (the original sound can generate new versions including game, ironic and other meanings). It is concluded that there is a tight connection between phonetic experiments and the semantic accents made in poetic texts. The results of the study contribute to the existing scientific literature on phonemic transformations. The results can be applied when conducting a philological analysis of a text and at Russian language and literature lessons.

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The author introduces the expressive potential of derivational means in Ivan Bunin’s prose. It is noted that the writer consistently avoided occasional word formation. Innovations in his works are potential in nature and few in number. The study is aimed at identifying expressive derivational means and determining their functions in the prose of Bunin. The resources were analysed with descriptive and structural-semantic methods. The author distinguishes the groups of derivational means significant for Bunin’s idiostyle: complex adjectives and adverbs with a trope component in their composition, folk etymological formations and expressive derivational dialectisms. Morphemic repetition is considered as essential for Bunin’s prose. It performs the intensifying-distinguishing and text-forming functions and serves to deploy a certain motif and theme as well as to create a word picture. Actualisation of derivational relations in Bunin’s prose reveals the implied sense of the text.

The study involves a philological analysis of Ivan Bunin’s story and reveals its multilevel structure. The relevance of the study stems from a growing popularity of Bunin’s works among readers and investigators. Moreover, some of his texts are included in a set of testing and assessment materials for the Unified State Exam in the Russian language as source texts for writing composition. The study is aimed at clarifying and specifying the interpretation of the story based on linguistic analysis in terms of the writer’s biography and legacy. The author identifies the patterns of the lexical structure and composition of Bunin’s story, unfolding the text at the common level as well as at the symbolic one. The author focuses on the title character of the work, which is a counterpoint to psychological and moral-philosophical issues, as well as to other means of revealing subtext semantics. The research methodology involves lexical, intertextual and motif analysis; the research results are presented mainly using the method of linguistic commenting. The research outcomes embrace the philological results (interpretation of the story The Snow Bull, identification of the universal patterns of Bunin’s artistic style and dominants of his vision) and didactic findings (validation of such works as The Snow Bull as the examination material for the USE in the Russian language).

The aim of the research was to actualize the interdisciplinary connections of the Russian native language, Russian native literature and Russian native history studies. The article discusses various types of obsolete words, as well as provides recommendations to a literature teacher, in which areas the study of obsolete vocabulary can be organized in school. The authors use the methods of educational and scientific literature analysis. On the basis of practical experience, techniques of working on the linguistic archaic during lessons are proposed. These techniques take interdisciplinary links of the Russian language and Russian literature subjects into account. The article concludes that classroom work on obsolete words or expressions and the stylistic functions performed by them should be carried out gradually, i.e., by taking a traditional step-by-step and from-simple-to-complex approach.

The article presents the experience of organizing research activities of students and schoolchildren as part of a lexicographic project implemented on the basis of the Experimental Laboratory of Educational Lexicography of the Pskov State University. The goal of the presented research project is to popularize folk culture and Russian paremiology, to develop students’ interest in the Russian language and folklore, to draw students’ attention to environmental issues, and to form their environmental awareness. The expected practical result is the preparation of a School Dictionary of Weather Signs for publication. The use of the linguo-cognitive method and structural-semantic modelling techniques allowed thematic classification of the signs for their representation in the dictionary; linguistic and cultural analysis provided the identification of ethnocultural specifics of signs; the method of linguoculturological commenting was used during the dictionary explication of the cultural background of paremias. The innovative nature of the dictionary being developed implied involving the reader in the interactive work with the material. The methods of this activity were tested at the second stage of the lexicographic project: the dictionary materials were posted on the website, and the users – schoolchildren – were invited to analyze the relevance of the signs, observing the natural environment, and present the results of their observations in the comments. These data were used in the structuring of entries and the development of linguoculturological vocabulary comments for the School Weather Vocabulary, which was prepared for publication in accordance with the project implementation plan. Thus, it was proved that practical work on a lexicographic project allows organizing a multidimensional research activity of students of different levels: higher education students who study Russian paremias in terms of their relevance, frequency, linguistic and cultural value, master the methods of lexicographic material representation, including using information technologies as part of an online project; and secondary school students who analyse the content and identify the scientific basis of weather signs, observing the environment in the course of sign verification, reflect about its contemporary state and offer their solutions to ecological problems.

The history of the appearance and development of the concepts of dyslexia, dysgraphia and inclusion is considered in the article. The research methods are the method of critical interpretation, the method of conceptualization, the observational method. The terms of dyslexia and dysgraphia attracted the doctor’s attention in the Late 19th – Early 20th Century. An explanation of their causes focused on medical aspects (ophthalmological factors, brain asymmetry, etc.). Linguistic and social argumentations of these deviations have appeared in the 1970s. The number of students with difficulties in reading and writing in the world is quite large and amounts to at least 10% of the total world population. In the 1980–1990s, the question arose of the stages of the such student’s integration in the general educational process. The three pedagogical models were used in were used in education throughout the 20th century: segregation, integration and inclusion. Although the inclusion assumes the equal participation of all children, without exception, in the educational process, nevertheless there is no consensus on the widespread of this model in education among the students’ parents and pedagogical community.