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The purpose of this article is to define the concept of situational-discursive demonstrativeness and identify the linguistic means of its expression and functions. An interdisciplinary approach and the method of psycholinguistic analysis of communicants’ statements were employed in the study. The material for analyzing the properties of situational-discursive demonstrativeness included the speech production of participants in television interviews, characters from feature films, and social media bloggers on TikTok and YouTube between 2005 and 2023. It was found that situational-discursive demonstrativeness is a communicative tonality characterized by the speaker’s self-presentation, exaggeration of their significant qualities, and emphasis on dominant emotions, expressed through semiotic multimodality, which varies depending on the type of activity and the situational requirements of communication. In both personal and institutional discourses, communicative demonstrativeness is realized through a stable set of lexical and phraseological means, including hyperbole, hyperbolic tropes and clichés, emphasis, antithesis, lexical repetition, expressive verbal metaphors, pronouns with a generalizing meaning (e. g., “everyone”), intensifying adverbs, inversion, exclamatory sentences, rhetorical questions, syntactic parallelism, positive constatives, demonstration of material attributes of success, and speech strategies of boasting and exaggeration. In different communicative situations, demonstrative tonality serves influencing, regulatory, evaluative, presentational, constative, communicative, and emotive functions. The findings can be applied in the fields of semiotics and psycholinguistics.

The relevance of this research topic is determined by the growing interest of linguists in studying the means of verbalizing speech aggression in the discourse of politicians and political commentators. This interest is reflected in the analysis of the repertoire of speech strategies employed, implemented through specific tactics and represented by particular speech moves and linguistic means. The study analyzes the speech move “indirect insult,” which actualizes the tactic of insult within the speech-behavioral strategy of discrediting the President Biden administration, aiming to identify the linguistic means of expressing this speech move. Three groups of lexical means (non-normative, colloquial lexical units, and lexical units with negative connotations) and three groups of stylistic devices (means of imagery creation, descriptive and attributive means, and expressive syntactic devices) were identified, along with a set of characteristic grammatical constructions that objectify the speech move “indirect insult.” It was established that lexical units of high, medium, and low degrees of invectiveness, according to the scale of invective lexicon developed by A. N. Pachina and I. V. Pekarskaya, determine the occurrence of an indirect insult, while grammatical constructions and expressive syntactic means serve as auxiliary elements in manifesting this speech move.

The article examines the use of linguistic manipulation techniques by Joe Biden and Donald Trump during the political debates of the 2020 U.S. presidential election campaign. The strategy of manipulative influence on the mass audience through presenting information in a manner advantageous to the speaker is understood as one of the key strategies of agonistic discourse, which implies a competitive nature of communication. Five linguistic tactics used to implement this strategy are identified and analyzed, namely evasion of an answer, question substitution, speculation, generalization, and clarification. The persuasive potential of relevant linguistic units functioning as explicit markers of the identified speech tactics is interpreted. The universal nature of the strategy of information manipulation within the context of presidential campaign discourse is noted.

This research is devoted to the study of efficacious translation strategies in the process of game localization. It discusses the means of linguistic localization of videogames in terms of cultural linguistic approach. The attention is paid to the analysis of the methods and grounds for choosing certain translation strategies so as to adapt the in-game realia fand terms for the target gaming community. The research is based on the materials of the role-playing computer game (RPG) Disco Elysium and its official Russian translation. The game glossary drawn up in the process of the study and the subsequent comparison of the lexical units enables to identify the main peculiarities of translation solutions. The analysis of the empirical material has shown that in the linguistic localization of a game product domestication, foreignization, compensation, direct translation and transcreation are used as the main strategies of linguistic and cultural adaptation. The article explores optimal and effective strategies for video game localization within a linguocultural framework. Methods of linguistic localization for in-game realities of computer video games and the rationale for choosing translation strategies to adapt the game product for the target audience are analyzed. The study is based on the material of the English-language role-playing game (RPG) Disco Elysium and its official Russian version. A glossary of translation equivalents compiled during the study and the subsequent comparison of lexical units in the original and localized versions revealed the main features of translation decisions. The analysis of empirical material demonstrated that linguistic localization for the linguistic localization of the game product employs strategies such as domestication, foreignization, compensation, direct translation, and transcreation.

The article examines the features of verbalizing the category of quality in Marina Tsvetaeva’s prose texts through the lens of the vectors of figurative semantics formation by means of epithet complexes. The purpose of the study is to identify the mechanisms of representing qualitative, attributive semantics in Marina Tsvetaeva’s idiolect. To achieve this goal, the following methods were employed: descriptive, component analysis, and cognitive-semantic analysis of linguistic units. Epithet complexes of metaphorical, metonymic, and metaphonymic types were analyzed, allowing the identification of the author’s logic in forming linguistic units with attributive semantics. The research material included Marina Tsvetaeva’s prose texts, which are among the least studied and contain the author’s comments on the writing process. The study established that the mechanism of forming epithet complexes in Tsvetaeva’s prose is metaphonymy, with metaphonymic epithet complexes representing hybrid epithet structures that reflect a complex logic of attributive meaning formation. It is shown that the concept of quality serves as a central poetic dominant in the poet’s idiolect, verbalized through non-systemic epithet structures in the language, the modeling of which is one of the tasks of her poetic universe; the epithet is understood not as a device but as the precise word. The analysis revealed the types of metaphonymic epithet complexes in Marina Tsvetaeva’s prose.

The relevance of the problem addressed lies in the importance of studying the category of home, which actualizes essential spiritual and moral meanings, and its variant, the anti-home. Analyzing the spatial organization of V. G. Korolenko’s story Yashka reveals that the vertical and horizontal arrangement of prison cells forms the traditional oppositions of “top — bottom” and “right — left” characteristic of Slavic mythology. A corresponding character system is constructed: the protagonist, Yakov, who disturbs everyone with his loud, persistent knocking aimed at denouncing the authorities, is contrasted with other prisoners and wardens. The goal of Yakov’s relentless spiritual struggle, in which he overcomes pain and suffering, is to obstruct all dark forces, which he perceives as servants of the Antichrist. In the narrator’s perception, Yashka appears as an ascetic figure, whose underdeveloped intellect masks a genuine striving to comprehend the structure of the world and a tireless determination to fight evil. Identifying the mortal semantics of the prison topos allows for the conclusion that the prison is perceived by the protagonist and the narrator as an anti-home — “an alien, diabolical space, a place of temporary death” (Lotman). According to the conclusions, the central opposition in the story is “life — death”: the soul’s lifelessness, evident in many of the prison’s inhabitants, stands in stark contrast to Yashka’s restless and suffering soul, who suffers “for all people.” After the martyr-like hero is sent to an asylum, where he is doomed to certain death, the dark forces fully seize the prison topos, which exhibits all the characteristics of an anti-home.

The object of this study is the poem Such merriment it was... by V. A. Sosnora, one of the prominent writers of the second half of the 20th century. The article analyzes the poet’s creative process in working on the text. The study draws on the poem’s draft version, which has not previously been examined by researchers of V. A. Sosnora’s work, as well as versions presented in Soviet and post-Soviet publications. Changes introduced by the author into the work are documented and analyzed. Phonetic, lexical, and punctuation differences across all available versions of the text are explored. Hypotheses are proposed to explain the creative history of the text. Particular attention is paid to stanzas absent in earlier versions but appearing in collections published after 2001. The study confirms the hypothesis about the heightened significance of the phonetic level in V. A. Sosnora’s poetic texts, the semantic function of punctuation marks, and repetition as a device structuring the composition of the poem. A comparative analysis of drafts and all accessible versions of the poetic texts provides material that will enable the development of a model of V. A. Sosnora’s creative process, thereby contributing to a deeper understanding of the poet’s works.

The relevance of this topic is determined by the increasing number of so-called combatants (participants in hostilities, including both military personnel and civilians) due to the emergence of localized armed conflicts, which flare up and subside globally, and the resulting need to establish unified standards for professional support for individuals affected by the psychological trauma of such situations. The article addresses the problems and objectives of psychological support for military personnel to mitigate the impact of life and health threats on their psyche. The results of an empirical study on signs of traumatic stress among 110 military personnel with professional experience in life-threatening situations are presented. The study highlights the intensity of various factors of post-traumatic stress disorder (PTSD) in the cognitive, emotional-volitional, need-motivational, and behavioral spheres of the military personnel’s psyche. Through a differentiated analysis of cognitive and personality changes, structural targets for psychological intervention are identified, and vectors for psychological training are defined. These include preparation for life-threatening situations, psychological support during combat, and the prevention of post-traumatic syndrome in military personnel after their participation in hostilities. A developed and practically tested algorithm for an individualized and differentiated approach to the psychoprophylaxis of combat stress is presented.

This study explores the interconnections between agency, self-regulation, metacognition, and student self-governance among high school students in the Kaliningrad region. The main goal of this article is to identify the role of self-government in students’ agency and self-regulated learning as well as the consecration of their role in management strategies. The research addresses two key questions: the relationship between agency, self-regulation, and metacognition based on students’ participation in self-governance bodies, and the differences in these indicators based on gender, grade, and type of self-governance. To answer these questions, a cross­-sectional study was conducted with students in grades 9—11 (n = 236) using questionnaires on self-regulation strategies, metacognition, and agency. The results of the Welch’s independent samples test showed that students involved in self-governance more frequently apply cognitive self-regulation strategies, as well as metacognitive strategies (planning, monitoring, and reflection). However, their agency is lower compared to those not involved in self-governance. No statistically significant differences were found based on the type of self-governance. Girls more actively use cognitive strategies than boys, but no differences were found in other indicators. This study emphasizes the importance of further analysis of the role of student self-governance in the development of agency and self-regulated learning.

Modern society and the surrounding reality are rapidly evolving, which also affects the technologies being integrated into nearly every aspect of human life. These trends result in the continuous and rapid changes in the content of the knowledge acquired and used. This creates the need to apply relevant tools for assessing students’ skills that meet the demands of societal expectations. The novelty of the research lies in the lack of studies conducting a comparative analysis of diagnostic tools aimed at evaluating the learning outcomes of Chinese and Russian students, used in both countries. The purpose of the study is to examine the experience of using and integrating case-based technologies to assess students’ skills in the higher education systems of these nations. It is shown that the assessment of university students’ skills using integrated interactive technologies and other materials is becoming mainstream in the innovative development of control and self-monitoring tools. It is necessary to assess not only the development of cognitive skills such as thinking, working memory, and induction, but also cognitive and behavioral patterns in students, such as the ability to work with information and computer technologies. The study concludes that computer-based case methods currently used for evaluating the knowledge of university students are capable of diagnosing proficiency in mathematical, linguistic, and natural science subjects, as well as decision-making skills. However, the assessment of communication skills and their operational components remains problematic, which could be addressed by using virtual voice assistants such as “Alice,” “Siri,” “Marusya,” and other dialogue systems.

The widespread use of artificial intelligence technologies, data analysis, and their positioning as the foundation for the development of the future economy significantly increases the demand for certain specialists. In this context, it is essential to focus on the methodology for teaching data analysis in universities. The aim of this article is to develop the basis of a taxonomy for creating practical data analysis tasks and to test its applicability. The author examines the main taxonomies of educational tasks, arguing that their limited applicability to the field of data analysis is due to its multidisciplinary and multifaceted nature. A horizontal-vertical taxonomy of educational tasks is proposed, based on three core processes: thinking, communication, and activity. The complexity of tasks is suggested as the key criterion for the vertical part of the taxonomy. Using the topic of “linear regression” as an example, typical tasks corresponding to primary and secondary processes, as well as their intersections, are presented. Specific assignments for Master’s students in the “Business Informatics” program within the course “Computer Data Analysis” using the R language are developed and demonstrated. The need for further research in this area is justified, and a number of questions for future work are posed.