Objectives . In the context of the internationalization of higher education and the growing role of the Russian language as a means of professional communication in educational environments, the search for effective methodological solutions for teaching foreign students in technical disciplines has become particularly relevant. The aims of this study are twofold: to provide a scientific rationale for the methodological relevance of the communicative-aesthetic principle in teaching Russian as a foreign language to students of technical specialties; and to identify the impact of the communicative-aesthetic principle on the development of student speech culture and the formation of professional communication skills. Methods . The methodological framework includes a comparative analysis of existing pedagogical approaches which incorporate communicative and aesthetic elements, along with classroom observation in multilingual technical university settings. In order to ensure objectivity in the findings, elements of both quantitative and qualitative analysis of student responses and speech production were used. Results . The findings indicate that the application of the communicative-aesthetic principle enhances precision and motivation amongst students learning the Russian language aligned with literary norms. A number of observations were made including: increased interest in language learning; improved integration into the academic and cultural environment; and the development of speech aesthetics. All these factors contribute to the formation of a professionally relevant linguistic worldview. Conclusions . The communicative-aesthetic principle can be considered as an effective methodological tool in teaching Russian as a foreign language in technical universities. Its implementation enhances the educational potential of speech instruction and fosters the integration of aesthetic components into professionally oriented communication. The practical significance of the study lies in the potential application of the developed methodological recommendations in educational programs and teaching materials. A promising area for further research is the creation of didactic resources aimed at developing professionally oriented speech and fostering creative thinking among students.

Aim. To demonstrate the effectiveness of the practice-oriented approach in examining the functional and semantic specificity of particles of the Russian language by using creative tasks that enrich the speech of schoolchildren with communicatively significant language units. Methodology. The leading methodology of the study is a practice-oriented approach to teaching, which involves students mastering the educational material while completing creative tasks aimed at identifying the functional and semantic specificity of communicatively significant particles of the Russian language. In the process of applying this approach, the following research methods were used: analysis, synthesis, observation, experiment, description, problem-search, statistical method. Results. The cognitive and practical focus in the study of particles contributed to the fact that schoolchildren began to correctly identify various categories of particles in the structure of a sentence and text, to analyze their semantics, determine the communicative significance in coherent statements, which significantly contributed to the improvement of oral and written speech. Research implications. The theoretical significance of the study lies in the fact that its results can be used in further studying the problem of improving Russian language teaching based on a practice-oriented approach when performing creative tasks that reveal the functional and semantic specificity of communicatively significant particles of the Russian language. The practical significance of the study lies in the possibility of using the obtained results when considering other lexical and grammatical categories of words, as well as in the process of searching for and implementing innovative technologies in studying the morphology of the Russian language. Conclusions. The study confirmed the effectiveness of the system of creative tasks, which taught seventh graders the normative and communicatively appropriate use of particles in sentences and texts. In such conditions, schoolchildren realize their cognitive abilities for creative search and self-expression, acquire independent work skills, optimally solve the assigned analytical and synthetic problems, developing oral and written speech.

Aim. To comprehensively analyze the state, problems and prospects of using modern educational technologies in the process of teaching Russian as a foreign language in universities of the Islamic Republic of Iran. Methodology. Systematic approach, that makes it possible to consider the use of technologies as an element of the educational system of the university, competence-based approach, that focuses on the formation of students’ linguistic and digital competencies, modern concepts of computer linguo-didactics are the methodological foundations pf the study. The work uses theoretical methods (analysis of scientific literature, synthesis, generalization, systematization) and empirical methods (questionnaires of teachers and students, interviews, observation, analysis of teaching and methodological materials and digital educational resources). Results. It is revealed that technological tools should be selected and used carefully, considering the needs and meaning of learning. Tools such as podcasts, movies and educational software, online games, online language classes, websites, video tutorials, bilingual and monolingual dictionaries, and language learning with artificial intelligence are great tools that can make learning practical and fun. Research implications of the work consist in its results and conclusions that can be used by teachers of Russian as a foreign language in Iranian universities to improve their teaching activities, developers of educational programs and teaching materials for the integration of the technological component. Conclusions. The study confirms that the integration of information and communication technologies into the Russian language teaching process in Iranian universities is not only a current trend, but also a powerful factor contributing to the improvement of the educational process. The analysis showed that the use of digital resources such as interactive platforms, multimedia materials, online dictionaries, and video conferencing tools significantly enriches the learning environment. This allows students to overcome geographical barriers to communication with native speakers, gain access to authentic cultural and linguistic materials, and develop key competencies – listening, speaking, and writing – in a more dynamic and personalized format.

The linguistic policy implemented by the occupying powers in Belarusian territories during the World War I and World War II has never before been studied in a comparative perspective. In the present article, the author examines the territories of the Ober-Ost occupation district (1915–1918) and the occupied territories of the Belarus (1941–1944). The article poses the following research questions: Was there a policy of Germanization of the Belarusian population in the occupied territories during the two world wars? What role was assigned to the languages of national minorities in these periods? What was the position of the occupation authorities regarding the competition between the Cyrillic and Latin alphabets? How did the occupation authorities address the issue of language in education? What policies were pursued toward the Polish and Russian languages—the languages of the former metropolises? The research is based primarily on archival documents, both published and previously unpublished, discovered by the author in various archives. The analysis revealed that the most consistent feature of German occupation policy in both wars was the support of the Belarusian language (albeit grounded in different ideological rationales), the rejection of the Germanization of the local population, the promotion of minority languages, the use of the national language in education, as well as depolonization and derussification. The most evident difference was that, unlike the occupation authorities of the First World War, the General Commissariat of Belarus initially prohibited and later restricted the teaching of the German language for racial reasons. Nevertheless, it should be noted that the needs of the army and the economy frequently adjusted the linguistic policy of the German authorities.

Studying the distinctive features of ne (English not ) and ni (English neither ) is determined by the widespread levelling of their semantic differences and interchangeability in the Russian-language speech environment. Firstly, this trend makes phraseological units and idioms containing ni (which are an essential component of Russian national culture) leave the sphere of wide use. Secondly, errors in the ne and ni usage in spoken and written language are becoming common as evidenced by the State Final Examination (GIA) results. This study aims to substantiate the importance of distinguishing between the prefixes and particles ne and ni in the Russian language course taken in secondary school and to systematise work on developing spelling literacy. The school curriculum places emphasis on spelling rules for choosing ne/ni and on the concatenated/spaced spelling of individual grammatical forms. Theoretical analysis and a practical experiment enabled the prefixes ne and ni to be characterised as significant components of negative and indefinite pronouns and pronominal adverbs. The negative particle ne and the emphatic particle ni have a considerable potential to combine with virtually all notional parts of speech, including pronouns (except for the above-mentioned classes). Systematic and consistent studying of ne and ni taking into account their grammatical homonymy results in an increased percentage of correct answers to the questions in the Basic State and Unified State exams in Russian, which was confirmed by the methodological experiment. The article proposes an algorithm for gaining mastery of ne and ni when preparing for the above exams, as well as a set of exercises to acquire the skill of qualifying and spelling them. Native speakers’ conscious attitude towards the ne and ni use not only enhances their spelling literacy, but also promotes the development of linguistic feeling and interest in studying one’s native culture.

This article examines the pragmatic organisation of school discourse based on Russian language and lite- rature classes in grades 5–7 of secondary schools. Particular attention is given to school teachers’ use of pragma tic markers (i.e., units that have lost their original lexical meaning and perform specific pragmatic functions in discourse) as a communicative strategy for holding dialogues in the classroom. Audio recordings of teachers’ speech were converted to text format using the Whisper automatic speech recognition system and then analysed to detect the presence of 60 pragmatic markers. The research results indicate that Russian language and literature teachers frequently use only about 50 % of the pragmatic markers typical of colloquial dialogic speech. Thus, this kind of speech can be classified as a distinct type of discourse. The most common functions of pragmatic markers in teachers’ speech are demarcation and metacommunication. A distinctive feature of teachers’ use of pragmatic markers is frequent combination of pragmatic functions. The unit itak (English so, thus ) seems to play a prominent role in structuring pedagogical discourse. The subject taught and the teacher performance do not appear to significantly influence the distribution of pragmatic markers in teachers’ speech. Thus, pragmatic markers primarily enable teachers to structure discourse and manage the dynamics of classroom communication. They also perform an organising role in discussions aimed at developing new knowledge in students.

The article reports on a bilingual and interpretable book recommendation platform for schoolchildren. This platform uses a lightweight K-Nearest Neighbors algorithm combined with gamification and learning analytics. This application has been designed for a bilingual learning environment in Kazakhstan, supporting learning in Kazakh and Russian languages, and is intended to improve reading engagement through culturally adjusted personalization. The recommendation engine combines content and collaborative filtering in that it leverages structured book data (genres, target age ranges, authors, languages, and semantics) and learner attributes (language of instruction, preferences, and learner history). A hybrid ranking function combines the similarity to the user and the item similarity to produce top-N recommendations, whereas gamification elements (points, achievements, and reading challenges) are used to foster sustained activity.Teacher dashboards show learners’ overall reading activity and progress through real-time data visualization. The initial calibration of the model was carried out using an open-source book collection consisting of 5197 items. Thereafter, the model was modified for a curated bilingual collection of 600 books intended for use in educational institutions in the Kazakh and Russian languages. The validation experiment was carried out on a pilot test involving 156 children. The experimental outcome suggests a stable level of recommendation in terms of the Precision@10 and Recall@10 values of 0.71 and 0.63 respectively. The computational complexity remained low. Moreover, the bilingual normalization technique increased the relevance of recommendations of non-majority language items by 12.4%. In conclusion, the proposed approach presents a scalable and transparent framework for AI-assisted reading personalization in bilingual e-learning systems. Future research will focus on transparent recommendation interfaces and more adaptive learner modeling.

This study is relevant due to the widespread popularity of the travelogue genre in modern media and the insufficiently understood linguo-methodological potential of travel literature in Russian language teaching. The main methods employed in the study included theoretical analysis (to formulate the research problem), scientific methodological generalisation, and methodological design. The paper examines specific aspects of travel literature content and structure, as well as its linguistic and speech features which enable the comprehensive achievement of personal, meta-disciplinary, and subject-related learning outcomes in Russian language teaching in an integrated manner. The article systematically presents the linguo-methodological potential of the travelogue demonstrating its potential for modeling textual activity in teaching travel literature in Russian language classes.

The paper foregrounds the methodological legacy of K. B. Barkhin. Content analysis of articles both writ- ten by and dedicated to the methodologist has revealed a range of issues that have not been adequately addressed and explored in methodology. This article aims to introduce K. B. Barkhin’s works on the issues of verbal culture and speech development methods into the broader research field, and to demonstrate the need for their further investigation and comprehension as being relevant to school practice. The author believes that the stylistic exercises developed by the methodologist and aimed at understanding the "aesthetics of the word" enrich teachers’ methodological toolkit. Moreover, their use is effective not only in Russian language lessons when teaching written speech. Such assignments are also beneficial in literature classes when analysing the language of a literary work and assimilating a set of theoretical-literary concepts associated with the figurative and expressive means employed in works of fiction (artistic speech). The article also examines the first university textbook on Russian language teaching methodology. Its chapters on the methodology of developing students’ speech were written by K. B. Barkhin. These materials are unique since they include questions related to different types of reading and working with books and other sources. The article states that one of the most important issues in the methodological legacy of K. B. Barkhin was studying and analysing international practices of teaching native language and literature (the Appendix to the article gives a list of the sources found). This part requires careful analysis because retrospective comparative studies can become a significant line of research in the national teaching methodology

This article describes the history of Soviet/Russian research into methods, techniques, and ecology of reindeer herding as a productive economy (rather than a cultural phenomenon). This direction of research can be subsumed under the term “reindeer-herding science.” Content analysis of publications in Russian language and selected other sources allows for a nuanced institutional history of this field of study. Particular attention is paid to the political milieus in which this direction of research developed, its organizational forms, and the intellectual orientations of its key personalities. The article shows how these fast-changing sociopolitical conditions came to shape and reshape the aims of the research, its agenda and methods. These links are used to explain strengths and weaknesses of contemporary reindeer-herding science in Russia, along with specific problems and misunderstandings that often occur in scientific cooperation between Russian and Western specialists in this field.

The unit of modern Russian language courses focused on semi-complex and semi-compound sentences is one of the most difficult compared to other topics. In the widely known current textbooks on syntax, this unit is usually not accompanied by a preamble that would highlight the grammatical phenomenon essence or the principles for classifying constructions related to elementary structure "complicators". Meanwhile, the very status of semi-complex and semi-compound sentences on the gradience scale from simple to composite sentence patterns remains controversial. The article aims to clarify problem areas and provide theoretical and methodological grounds that could serve as the linguo-didactic basis for a university course in the syntax of such sentences. The methodological framework of the study includes general scientific methods (analysis, synthesis, induction, deduction, comparison, observation). Moreover, the research employs procedures common to the humanities in order to describe and interpret individual phenomena, as well as modeling educational situations. The study resulted in a characterisation of the major features inherent in semi-complex and semi-compound sentences, regardless of the construction type complicating it. The hierarchical (multi-tier) formal grammatical structure, the increasing complexity of actant-predicate relations of such sentences, their "polypropositional" semantic structure and the "polyrhematic" communicative organisation caused by "additional" predicativity arising in them are associated with the formation of special, independent of word properties, two-tiered syntactic connections and relations. Rhythmic-melodic prominence with constructional optionality is the most essential feature of a complicator. Therefore, homogeneous part series duplicating the positions already present in the linear chain of the word forms which are members of the predicative centre are not complicating constructions. The same can be said about event names in the role of the main parts or secondary elements extending them. The combination of the enumerated properties leads to the conclusion that there is a close unity, rather than the usually declared heterogeneity of phenomena categorised as complicators. This article offers methodological recommendations for a university course in Russian syntax (the unit "Semi-complex and Semi-compound Sentences").

This article analyses the anthropic code of culture verbalised by the words of lexico-semantic groups of nouns associated with the concept of Person. The study is relevant since it interprets the components of such noun groups as a manifestation of cultural codes from the perspective of the anthropocentric paradigm. Lexico-semantic word groups active in native Russian textbooks are considered as potentially significant for denoting a fragment of the Russian linguistic worldview. The frequency of nouns included in these groups serves as a guideline enabling the most prominent lexical-semantic groups to be identified within the total amount of material at the initial stage of the analysis. The further analysis builds on the syntagmatic characteristics of these nouns including their combinability, certain grammatical features of verbal predicate associated with them, and others. These characteristics make it possible to clarif y the issue of using nouns as a verbalised embodiment of the cultural code. Nouns verbalising the anthropic code of culture were systematised within the framework of subcodes. They are anthropomorphic, anthropic-corporeal, anthropic-emotional, anthropic-axiological, and anthropic-spiritual subcodes, as well as the thematic context types in which these words function. The research material comprised exercise texts from native Russian language textbooks for years 5 and 9 autho red by O. M. Aleksandrova, O. V. Zagorovskaya, S. I. Bogdanov, and others.

The article examines the word rebyata (English guys ) as a name for a significant concept in Russian linguoculture analysing its semantic development and role in modern discursive practices. The study builds on comprehending the concept as a multidimensional structural and informative unit of consciousness and worldview which, being a form of storing and transferring knowledge, is constantly modified in its constituent components. The analysis aims to identify aspects of concept modification through a synchronic study of the Russian language of the past few decades. Conceptual analysis within the methodological framework of discourse analysis was employed as the primary met hod in conjunction with linguistic semiometrics. The latter enables one to determine sign meanings in the context of its use. The multidimensionality of the network of meanings expressed by the concept is revealed by identifying and analysing diagnostic contexts based on corpus data. The conceptual renewal of the analysed word was found to concern its conceptual, value-based, and figurative components. Conceptually, the research reveals the expansion of the referential sphere of the sign functioning from the original personal family domain to the institutional spheres of professional, military, and public activity. The expansion is based on the extension of the evaluative meanings of friendliness, solidarity, and collectivism which contribute to the development of the sign as an axiologeme. A new series of images is formed to represent the concept, such as relatives – warriors – defenders of the Motherland . The work focuses on the axiological approach to teaching Russian, which, by means of studying the value-based meanings embodied by lexical units, facilitates the development of students’ civic identity. Moreover, this approach enhances the achievement of both educational and personal outcomes.

The study presents a comprehensive analysis of semantic changes in Indian loanwords within the Russian language, employing a mixed-methods approach combining corpus linguistics and psycholinguistic experimentation. The research analyzes a systematically compiled dataset of 83 lexemes, examining their frequency, collocational behavior. To outline the cognitive representation in Russian consciousness 6 most frequent loanwords were subjected to a free-association experiment with 135 native speakers. Grounded in theoretical frameworks linking semantic change to cognitive factors, the study specifically investigates the roles of word frequency and concreteness.The principal findings reveal a clear dichotomy in assimilation patterns. High-frequency, concrete loanwords demonstrate remarkable semantic stability, largely retaining their original meanings and showing predictable collocational patterns. In contrast, abstract and low-frequency terms, particularly from religious and philosophical domains, undergo profound semantic reconceptualization. The key transformations identified include: secularization of sacred concepts, metaphorical extension and semantic widening, development of pejorative connotations, and cultural re-attribution where modern Western cultural references displace original Indian cultural contexts.The research confirms that loanwords follow the same cognitive principles of semantic change as native vocabulary, with frequency and concreteness being primary determining factors. Methodologically, the triangulation of corpus data with associative experiment results proved particularly valuable, capturing emerging semantic shifts not yet fully conventionalized in written texts. The study concludes that lexical borrowing represents an active process of cognitive and cultural adaptation rather than passive assimilation, fundamentally reshaping conceptual structures through interaction with the recipient language's cognitive and cultural environment. This research contributes to contact linguistics by providing an integrated framework for analyzing loanword assimilation across linguistic and cognitive dimensions.

The relevance of the study is determined by the need to improve the existing methods of teaching abstracting, taking into account the specific cognitive characteristics and professional orientation of foreign students in the field of natural sciences. The aim of this study is to develop and implement an innovative pedagogical technology aimed at the formation of competencies in the field of abstracting scientific texts in Russian among foreign students specialized in natural sciences. The material of the study was the textbooks for students of ecological specialties, published by the Department of Russian Language No.4 of the Institute of Russian Language of the Peoples' Friendship University of Russia named after Patrice Lumumba, and scientific research devoted to the problem of teaching the transformation of primary scientific text into a coherent abstract text in Russian as a foreign language classes. Teaching Russian as a foreign language to students of environmental specialties has its own specifics associated with the scientific style of speech and the need to work with specialized texts. The article is devoted to the principles of transforming sentences into abstract form, familiarizes students with the peculiarities of structure and typical language constructions of scientific and popular scientific publications, and teaches them to compose an abstract as a whole text on their basis. The article substantiates the position that the work according to the scheme “from sentence to text” undoubtedly helps foreign students to master the rules of transforming sentences into abstract form and to study the main abstract frames on the examples of texts on specialty, which leads to a significant simplification of the process of foreign students' perception of scientific and popular science articles from periodicals devoted to the problems of applied sciences. The effectiveness of the proposed methodology is based on the principle of gradual complication of didactic material: from work with isolated sentences to the analysis and processing of integral texts of professional orientation.

Abstract: The article explores the role of reflective journaling in the teaching practice of pre-service teachers at Konstantin Preslavsky University of Shumen. Drawing on journal entries and questionnaire responses from two cohorts of undergraduate students enrolled in English Studies and Applied Linguistics (English and Russian languages) bachelor programs, the research investigates both the depth of reflection achieved and students’ perceptions of journaling as a pedagogical tool. The study demonstrates the method’s potential and emphasizes the need for greater support and structured guidance to promote meaningful reflection and sustained use in preparing university students to become foreign language teachers. Key words: journaling, reflective practice, pre-service teacher training, students’ perceptions.

For centuries, Tbilisi had played a significant role in the Georgian-Iranian relations and was an important political, commercial, and cultural centre in Transcaucasia. Historically, the Iranians were one of the most significant and influential segments of the Muslim community of Tbilisi. As the general census of 1897 of the Russian Empire suggest, there were 81.700 Muslims living in Georgia (the total population of the country was 1.867.000). This period was marked by an increasing number of the Iranians in Tbilisi amounting to 6,000 people. A Consulate-General of Persia acted in the capital and there were some charity, cultural, and educational centres operation in Tbilisi as well. In 1907, Persian school (madrasa) Ettefaq-e Iraniyan (“Iranian’s union”) was established in Tbilisi by Iranian charity organization Ettefaq with under the assistance of Iran’s Consulate-General in Tbilisi and ambassador of Iran in Russia Mirza Hasan Khan Moshir od-Dowleh. The pupils at the Persian school studied the Persian, Arabic, Turkish, Georgian, French and Russian languages, as well as Sharia, geography, music, and other subjects. The school had many problems and was closed in 1931. This work is based mainly on archival materials most of which are introduced into scientific circulation for the first time.

Retraction Note: Explicit and Implicit Ways of Expressing Author's Modality in Kazakh, Kyrgyz and Russian Languages: A Comparative Aspect.

Relevance . The identification of biocompatible wound dressings for the management of various skin injuries represents a relevant interdisciplinary challenge. Advances in wound-care materials are driven by the need to meet the following criteria: protection of the wound surface from mechanical damage, prevention of infection, sufficient permeability to prevent exudate accumulation, maintenance of a moist wound environment, flexibility, atraumatic removal, and reduced pain during healing. Since the introduction of biopolymeric polylactide-based dressings— most notably Suprathel (PolyMedics Innovations, Germany)—numerous studies have evaluated their clinical performance and compared them with established wound-care materials. Objective. To conduct a systematic review of studies evaluating the treatment of skin injuries using polylactide-based wound dressings and to assess their applicability in the management of skin injuries in the maxillofacial region. Materials and methods . The systematic review was conducted in accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. A literature search was conducted in international and national databases using search terms in both English and Russian, including wound dressing, biodegradable polymer materials, polylactide, burns, biopolymer wound dressings, burn treatment, donor site wounds, and skin regeneration. Methodological quality was assessed using the RoB 2 tool (Revised Cochrane risk-of-bias tool for randomized trials) for randomized controlled trials and the Newcastle–Ottawa Scale (NOS) for cohort and case–control studies. Eligible studies were subsequently included in the analysis. Results . A total of 14 randomized controlled trials, 5 cohort studies, and 1 case–control study were included. The studies were categorized into two groups: those addressing the treatment of acute wounds (burns and donor site wounds) and those focused on chronic wounds (diabetic foot ulcers). The wound dressings used in each group were analyzed. Conclusion . The review demonstrated that polylactide-based wound dressings offer several clinically relevant advantages, including the absence of a need for dressing changes until complete healing, reduced pain intensity, and a marked acceleration of epithelialization in chronic wounds. No evidence was identified to suggest reduced effectiveness of these materials when applied to wounds in the maxillofacial region. However, well-designed randomized controlled trials focusing exclusively on patients with skin injuries in this anatomical area are required to provide more robust evidence.

ABSTRACT Teaching about the culture of the target language is an important part of world language education. This is clear in the ACTFL Standards, in which one of the ‘Five Cs’ is ‘Cultures.’ While there is no question about the importance of culture in world language education, teaching about culture can be deeply problematic. An example of how teaching about culture can be precarious in the context of the Russian as a foreign language (RFL) classroom is with respect to the concept of the Русский мир. In this article, we discuss the challenges presented by the idea of the Русский мир as a component of contemporary Russian culture. We begin with an analysis of the concept of the Русский мир before turning to discussions of the place of the Russian language in the Русский мир, the role of the Russian Orthodox Church in the promotion of the concept of the Русский мир, the Русский мир as a manifestation of Russian ‘soft power,’ and last, the Русский мир and its implications for the situation in Ukraine. The article ends with a discussion of how the concept of the Русский мир can be addressed in the RFL classroom.