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The Explanatory Dictionary of the Russian Language by D. N. Ushakov and his colleagues, published between 1935 and 1940, is the first major dictionary of the post-revolutionary era, reflecting the lexical composition of both the literary and colloquial speech of educated people in the new Soviet Russia. It characterized the individual of the new social order and recorded emerging linguistic norms. The aim of this article is to present this dictionary as a potential source for the study of ethnolinguistic vocabulary. It is demonstrated that Ushakov’s work not only fulfills all the normative functions of an explanatory dictionary but also objectively contains a significant amount of dialectal vocabulary, as it was still in demand among speakers of that time and naturally of interest to ethnolinguists. The extensive system of stylistic and emotionally expressive labels in the dictionary today aids in identifying, on the one hand, new vocabulary from the Soviet era, and on the other, obsolete vocabulary that was still in use. Ushakov’s dictionary contains intriguing designations of Russian cultural realities, offering country-specific information that allows for a portrayal of Russian life. For this study, only subject-specific vocabulary was selected, using a random sampling method of words from certain groups reflecting ethnolinguistic content. The subsequent analysis of this vocabulary will enable the identification of the national and cultural specificity of the Russian language in the post-revolutionary era.

It is an axiom in modern linguistics that language must be studied with consideration of the anthropological factor. In this regard, scholars have shown increasing interest in the category of authorial modality. Since the late 1980s, numerous academic works have been devoted to exploring this category. However, unfortunately, the category of authorial modality has not yet been fully and comprehensively studied from a diachronic perspective; most researchers examine this category based on modern language, which limits the ability to observe its development over time.

This article focuses on the study of the modal organization in the Old Russian oratory prose monument The Epistle to the Ugra of Vassian Rylo (15th century). This outstanding text was written during a critical historical moment. Archbishop Vassian of Rostov, Yaroslavl, and Belozersk writes to Grand Duke Ivan III as Khan Akhmat advances towards Russia. The priest seeks to support his ruler and persuade him to resist the enemy. Considering that Vassian is writing to a superior, he cannot fully display his personal voice in the text. Nevertheless, he faces a clear task — to urge the prince to act. Therefore, the author employs means of exhortation, which we consider a leading component of authorial modality, as it serves as a means of expressing the author’s “self” in this text.

The article addresses certain translation challenges related to rendering quotes from Spanish and English into Russian: interference that occurs when formatting quotes in the target language, the phenomenon of mixed quoting and its features in different languages, and, finally, macro-level issues such as selecting a communicative strategy for translating a quote. Each of these issues is examined both as a linguistic phenomenon in its own right and from a didactic perspective: the difficulties that each aspect presents in translation training and possible solutions. All identified problems are illustrated with examples from Russian and foreign press, corpora, and student translations of quotes used in media texts. The original statements and their translations are analyzed in terms of semantics, style, and pragmatics.

The article describes neological units that have been functioning in the Russian language since the 1990s to characterize artisanal products or various types of counterfeit goods. The cognitive mechanisms underlying their formation are identified, based on the metonymic or metaphorical use of the image of fire, as represented in the root morpheme pal-. It is noted that the word-formation paradigm of the verb palit’ has expanded with the addition of derivatives with figurative meanings, including the adjectives palёny, samopalny, and the nouns palёnka, pal’, and palevo. The processes of these units’ combinatory expansion are described, reflecting extralinguistic changes. The stylistic markedness of the lexemes is characterized, and the identification and connotative components of their semantics, as well as their representation in operational lexicographic practice, are identified.

One of the branches of digital humanities research is the analysis of the structure of literary works. Among the research directions in this field, the creation of a social network of character interactions is particularly popular. Another important task is the analysis of the structure of a work, the identification of narrative units, and their comparison. This article proposes a quantitative method for identifying plot lines based on the analysis of character names and location names. The author’s division of the text into chapters is used as the unit of analysis, as it most adequately reflects the overall intent. The method is based on finding intersections of the onomastic content of chapters, with intersections evaluated using the Dice coefficient. The presence of a metric allows for the construction of a chapter connectivity graph, from which the most connected fragments can be extracted using the Louvain algorithm. The method has been tested on M. A. Bulgakov’s novel The Master and Margarita. Primarily, the plotline of Yeshua and Pilate in Yershalaim was separated from the events in Moscow. The Moscow events were divided into three subplots: the story of the MASSOLIT members and their relationship with the Master, the Moscow Variety Theater and its employees, and Margarita’s story. The story of Woland and his retinue was closely intertwined with the other plots and did not form an independent fragment.

The article explores the intermedial connections between B. Miсiński’s essay Portrait of Kant and painting as a “spatial” art form. The essayist engages in a polemic with Lessing, the author of Laocoön, by examining painting and poetry in their identity. The role of portrait and object details in the structure of the text is defined. The essay highlights the special illustrative and expressive function of litotes, which serves the idea of the spatial ordering of the world, a concept that, according to Miсiński, governed both the life and philosophy of Kant. The principle of continuity plays a key role in the artistic space of the essay, bringing together distant philosophical and artistic texts. The intertextual continuum is created through dialogic connections between different eras and national-cultural traditions, including ancient Greek, English, French, Russian, and Polish. A special place in the semantic structure of the essay is occupied by the epigraph — a poem by one of the most renowned Polish poets of the 20th century, Jarosław Iwaszkiewicz, dedicated to the great Königsberg native. This poetic paraphrase of Kant’s famous maxim from the conclusion of the Critique of Practical Reason associates the contemplation of the starry sky and the awareness of the moral law with the pessimistic and catastrophic tone of fear and dread. Iwaszkiewicz’s modification of Kant’s worldview is indirectly connected to the reception of the existential philosophy of Kierkegaard and Dostoevsky. The principle of simultaneity, which underpins the modeling of space in Miсiński’s essay, resonates with the main ideas in Ya. E. Golosovker’s essay Dostoevsky and Kant, which draws a connection between Kant’s antinomies and the controversial mindset of the Karamazov brothers — Ivan and Dmitry.

The article traces the genre characteristics of the “musical” nocturne used by Kazuo Ishiguro in his prose “stories” (a range of themes related to the musical biography of the main character-musician, the distinctive musicality of landscape descriptions, genre specificity, the unique atmosphere inherent to the nocturne, etc.), which, on the one hand, allow them to be identified with similar musical compositions, and on the other hand, reveal the literary and artistic originality of the “musical story” as such. The problem of musical intermediality and the specifics of its verbal organization in Ishiguro’s short story Nocturne allow for the characterization of a broader range of techniques for conveying the “musicality” of the text as a genre- and structure-forming feature.

The article presents the results of a study on the influence of students’ personality types on the quality of education, based on the example of the “Public and Municipal Administration” degree program. The study proposed and tested a hypothesis regarding the statistically significant relationship between a student’s professional personality type and their educational outcomes. To assess students’ professional personality types, John Holland’s methodology was employed, which determines a student’s inclination towards one of six professional types. Educational outcomes were evaluated based on the development of general professional competencies during the study of the courses “Introduction to Professional Activity” and “Theory of State and Law,” which are taken in the first year of the “Public and Municipal Administration” program. It is important to note that the study’s conclusions were formulated with the assumption that the ordinal grading scale behaves as an interval scale due to the specific method of assessment based on a point-rating system with a smoothed grading scale (where the “weights” of points are approximately equal). As a result of the study, a linear regression model was proposed, which allows for the prediction of the development of general professional competencies based on a student’s professional personality type.

The article examines the influence of globalization, the spread of digital technologies, and the development of the internet on the psychology and lifestyle of Generation Z and Generation Alpha, as well as the impact of their psychological characteristics on their educational demands. Particular attention is given to analyzing the educational requests of these generations and assessing the effectiveness of the storytelling method and its digital version in the process of teaching foreign languages to modern youth. As part of a theoretical study on the advantages and prospects of this method, the concept of storytelling in an educational context is defined, along with its theoretical foundation. The article highlights the key characteristics of a story within educational storytelling, its role, functions, and elements. A classification of storytelling method varieties is provided, and the advantages and potential of various forms of this method, particularly digital storytelling, are explored. The relevance of this method for educating modern students is substantiated. The results emphasize the significant potential of storytelling and its digital version in education, as it meets the needs of modern generations and offers innovative teaching methods. The theoretical significance of this article lies in the analysis of the method’s features and the psychological characteristics of modern youth. The practical value lies in the described techniques and methods for integrating storytelling and elements of its various formats, which can be useful for methodologists, educators, and teachers when designing curricula.

The aim of this study is to analyze the potential of corporate training and identify the key aspects of this approach for creating effective pedagogical tools for the formation and development of both professional skills and personal qualities in software testers. A critical review of the literature, including domestic and foreign sources, is conducted to formulate an original concept for the formation and development of professional competencies in software testers within the context of corporate education. The authors pay particular attention to the systematic and efficient organization of the educational process, taking into account the specificities and strategic directions of an innovative company engaged in the development of original software. Approaches and recommendations are proposed for companies interested in effectively training and improving the qualifications of their software testers. The presented results hold potential for further progress in the field of corporate training and may contribute to the development of practical strategies and methodologies in this area. Attention is also given to identifying and analyzing pedagogical challenges associated with corporate training for software testers. The analysis of these challenges allows for the identification of key aspects to be considered when developing effective educational programs and methodologies for this professional field.