2026 Issue №2

An overview of possible criteria for the classification of the renaming of settlements, streets, and various natural objects is presented. All relevant classifications are divided by the author into three groups: basic, those determined by linguistic reasons, and those based on extralinguistic factors. The descriptions are accompanied by examples of the implementation of specific types of renaming in practice. Many typologies, in particular those based on the class of toponym, the frequency of renaming, historical and political reasons, function, place and time of implementation, linguistic reasons, and the number of languages involved, are only briefly mentioned in scholarly sources, and the role of these factors as classification crite­ria is not made explicit. The author introduces original classifications: 1) a division of renam­ing by scale into individual, mass, and comprehensive; 2) a distinction, according to the de­gree of consideration of original toponyms, between independent renaming, formally coordi­nated, semantically coordinated, and conditionally coordinated.

Based on the material of five manuals promoting the lexical approach to learning and teaching English, an analysis of conceptual metaphors in linguodidactic discourse is conduct­ed. The study demonstrates which metaphors are used by the authors of the manuals (M. Lew­is, L. Selivan, H. Dellar, E. Walkley) when describing their experience and seeking to con­vince readers of the effectiveness of the approach they develop, which they consider more natu­ral than those used in the traditional education system. Using methods of continuous sam­pling, content analysis, conceptual analysis, generalization, and data description, the most common conceptual metaphors are identified, presenting the lexical approach in a positive light (among them the most prominent is the journey metaphor), while traditional approaches are framed negatively, thereby forming a clear semantic opposition (a conflict of interpreta­tions) within the discourse.

The article addresses the issue of identifying the structural and semantic characteristics of naval terminology. The aim of the study is to examine objective and subjective methods for determining the degree of correlation between the components of naval binomials. The materi­al for analysis consists of binomial units identified in educational, scientific, and reference literature used in naval higher education institutions, as well as in lecture texts by practition­er instructors. The criteria for selecting binomial units include thematic relevance and combi­natory value. To achieve the stated objectives, the study employs the textological method (with extraction of the required lexemes based on specified identifiers), the method of distributional analysis, respondent surveys, and other approaches. The results of the experimental part of the study (a survey of bilinguals studying a language for specific purposes) confirm the high informative value of the subjective method, since the components of naval binomials named by respondents in their native language are, as a rule, semantically equivalent to the elements of Russian terminological units. The study of naval collocations, revealing stable lexical connec­tions within the analyzed terminology, not only highlights the features of the professional vocabulary of naval personnel but also brings into focus methods for mastering a language for specific purposes.

The article examines the categories of metafiction and metanarration, identifies the spe­cific features of translating metafiction, and the main metafictional strategies in D. Kehl­mann’s novel “Fame”, along with the ways of rendering them into Russian and English. The principal metafictional strategies employed by D. Kehlmann include metaleptic narration and the introduction of metafictional and metanarrative commentary. Using contextual and com­parative analysis of selected fragments from the novel “Fame”, the study finds that the Rus­sian translation is more liberal and expressive than the English one. Expressiveness in the Russian translation is achieved through lexical additions, rhetorical questions, and exclama­tory sentences.

The article is devoted to the study of manifestations of catastrophic consciousness in the short story. The methodological basis of the research consists of scholarly works in literary studies, as well as in philosophy, sociology, and art studies, which provide definitions, de­scribe the essence of the concepts of “catastrophic consciousness” and “catastrophe,” and pro­pose a typology of catastrophes. A brief overview of works of contemporary English-language literature representing this problem is presented, and the main themes and directions of its development are identified. The practical material consists of stories from the collection “Night Shift” by contemporary American writer Stephen King, which depict both manifesta­tions of catastrophic consciousness and catastrophes themselves — real or fictional but possi­ble. Some of these were predicted by the writer with a relatively high degree of accuracy. The results of the interpretative analysis of the stories show that they describe different types of catastrophes, identify their causes, and reveal dangerous social, cultural, psychological, and ethical consequences for humanity.

The article analyzes the artistic model of the world in “The Bear-God Dialogues” (specif­ically the collection “In the Bear’s House”, 1999) by the Native American author N. Scott Momaday. It examines the influence of the beliefs of the indigenous peoples of North America on the author’s understanding of such aspects of consciousness and being as religion, lan­gua­ge, time, space, art, and thought. The study highlights features of the Native American world­view, in which the images of God, the human being, and the animal, as well as the con­cept of the soul, have key conceptual significance. It also considers the interaction between Native Ame­rican and Western European worldviews in the authorial consciousness of N. Scott Momaday.

The article examines fairy-tale motifs in the second novel of the Gold sisters trilogy, “The Complete Tales of Merry Gold”, by contemporary American writer Kate Bernheimer. The methodological framework of the study is based on motif and intertextual analysis. The novel contains a complex system of fairy-tale reminiscences. Recurrent plots of fairy-tale pretexts associated with the water element, as well as images of mythological and fairy-tale characters (selkies, “The Water Nixie” from the collection of the Brothers Grimm, “The Little Mermaid” by H. C. Andersen, and “Vazuza and the Volga” from the collection of tales by A. N. Afa­na­syev), point to two central latent motifs in Merry Gold’s life that stem from childhood trau­ma: transformation and disappearance. The psyche of the elder of the Gold sisters is char­ac­terized by pronounced ambivalence, as a result of which these motifs both reinforce each other and come into conflict: transformation emphasizes the heroine’s problem of self-identification and her difficulties in understanding herself and others, which she fails to over­come and in­stead resorts to self-destructive behavior expressed in alcoholism and self-harm, while the motif of disappearance, associated in the text with melting and intersecting with the plot of the Snow Maiden tale, draws attention to the fear of death.

In the context of the digitalization of education, the development and application of me­thodological approaches to assessing students’ academic achievements that can ensure their measurability, reproducibility, and validity becomes of particular importance. An analysis of contradictions in the interaction of the categorical pair “teacher — student” in conditions of stream-based instruction in higher education institutions is conducted. The components of the concept of evidence-based pedagogy in assessing the results of personalized support are exam­ined: pedagogical, analytical, cognitive, and behavioral. The aim of the study is a comprehen­sive analysis of the tools and methods of evidence-based pedagogy with a substantiation of the concept of their application in the educational process. A framework of the concept of evi­dence-based pedagogy methods under conditions of digitalization and multi-stream instruc­tion is developed. In conclusion, an analysis is provided of the results of applying the compo­nents of evidence-based pedagogy based on indicators from the digital educational environ­ment, including activity index, statistics, and behavioral data. Prospects for further research are related to the use of personalized support in the educational process and the analysis of pedagogical effects resulting from the proposed components of the concept of evidence-based pedagogy.

The article demonstrates the possibilities and necessity of organizing training and con­solidating resources for the professional preparation of early childhood educators within a learning community corresponding to their field of activity. The results of an empirical study aimed at identifying and compensating for professional deficits of educators in this category under conditions of organized non-formal education are presented. Based on questionnaire data and focused group interviews obtained through teachers’ self-assessment and expert evaluation, typical professional difficulties of educators were identified, in which the following deficits are manifested: insufficiently developed skills in early communication, insufficient understanding of the needs of non-verbal children, limited variability and situational inade­quacy of the behavioral repertoire implemented by educators, incomplete support of various types of activity and learning, underdeveloped skills in organizing the adaptation period, cre­ating a ‘soft’ developmental environment, establishing trusting contact with parents, etc. The research results made it possible to structure, design, and implement in practice a special non-formal education program for early childhood educators. Examples of cases from real non-formal education practice are provided, reflecting the process of compensating for specific pro­fessional difficulties of educators.

The study is aimed at identifying the didactic parameters of the scenario-based methodol­ogy in professional education. The scenario-based methodology is understood as a group of teaching methods and forms of organizing different types of learners’ activities for modeling their future professional activity. The features of the clinical approach, the context of transla­tion activity, and the ways of implementing the scenario-based methodology in organizing clinical practice in the process of translator training are consistently examined. General scien­tific analytical-synthetic methods and empirical methods of observing the educational process, analyzing translation training experience, modeling, experimental verification, and empirical evaluation are used. The result of the study is a description of the methods and forms of apply­ing the scenario-based methodology, as well as the conditions and principles, advantages and limitations of its implementation within the clinical approach to translator training. The study may be of interest to specialists in the field of translation didactics, postgraduate stu­dents, and professional translators engaged in teaching activities.

The development of objective methods for assessing emotional perception is important for cross-cultural research and linguistic technologies. The obtained data find practical applica­tion in clinical psychology and in the study of multilingual consciousness. The aim of the study is to identify stimuli that elicit the maximum emotional load of perception in multilin­gual individuals, based on an objective analysis of their recorded neurophysiological (EEG) and autonomic (ECG and GSR) responses. The participants of the experiment were 54 se­cond-year medical students aged 18—23 enrolled in the “General Medicine” program from India, who are proficient in Hindi dialects, Russian, English, Ancient Greek, and Latin. The study was conducted through the presentation of stimuli belonging to different semiotic sys­tems to multilingual participants, using the software system “Egoscop,” which recorded EEG, ECG, and GSR data during stimulus presentation, after which a mathematical analysis was performed to identify those stimuli that induced the highest percentage of arousal (emo­tionality) as a response to the stimuli. The highest physiological responses in multilingual participants were elicited by photographs and sentences in English, which was manifested in increased EEG, GSR, and ECG activity. The stimuli were selected from familiar educational materials using the principle of familiarity and belonged to different semiotic systems, which ensured their recognizability, determined the level of arousal, and made it possible to use them as triggers for the activation of previously learned concepts. Thus, for the first time, objective multimodal data were obtained using EEG, ECG, and GSR markers with the application of the “Egoscop” software system, revealing neurophysiological and autonomic correlates (markers) of the emotional complexity of processing the presented stimuli in multilingual individuals.