Abstract: The subject of the research is the means of lexical objectivization of the FROST concept in the Russian linguistic world view of the XIXth century. Selemeneva appeals to lexemes as linguistic signs of the mental phenomenon under research because means they give a full explication of the cognitive content of the communicatory relevant part of concepts. The aim of the research is to define the main cognitive signs of the FROST concept by analyzing the indivisible means of its representation in the Russian language. The research is based on data provided by the National Corpus of the Russian Language, in particular, about 1900 expressions that were taken by the researcher as examples. To systematize and describe the facts, the researcher has used the descriptive analytical and distributive methods, the method of contextual analysis and the method of linguo-cognitive analysis. The main results of the research are the following: 1) the FROST concept is represented in the Russian linguistic world view of the XIXth century as a combination of lexemes attributable to different parts of speech (nouns, adjectives, verbs, categories of state); 2) analysis of syntagmatic compatibility of defined lexemes allows to discover and describe 14 cognitive signs that form the macro-structure of the FROST concept; 3) in the concept, cognitive signs have different relations with one another (complementarity relations, independence relations, adversarial relations). The results of the research emphasize the importance of the FROST concept for the national consciousness with its many-level and rich content, the latter caused by the ambivalence of its nature as a result of preservation of archaic world perception in the Russian world view of the XIXth century. 

Abstract: Within the extensive scientific and educational-methodical literature dedicated to the problem of distance learning, the question on the potential implementation of distance technologies for teaching humanitarian disciplines becomes especially relevant. Thus, the object of this analysis of the process of distance learning of educational course on the grammar of Russian language. The goal of this article lies in description of the model of distance course “Syntax of a phrase and simple sentence”, created in the virtual open-source learning platform Moodle for the Bachelors in Philology (45.03.01) and Pedagogy (44.03.01). For achieving the set goal, the author applies the analytical-synthetic method, logical-theoretical analysis of pedagogical literature, and generalization of the distance learning experience. The following conclusions were made: 1) in structuring the distance course, the difficulty of content of the discipline “Modern Russian Language” did not allow to fully use the opportunities provided by software with open course code LMS Moodle; 2) due to the fact that the traditional methods and means of university education function productively within the innovative information-educational environment only in the modified form, in development of interactive lecture, the written and verbal texts undergone significant changes that turned into the complicated linguo-visual phenomena; 3) controlling block and practice exercise block, oriented towards the establishment of feedback and detecting the knowledge digestion capacity, gained special importance among the elements of the developed course; 4) for formation of a competitive and harmonious personality, distance learning should integrated with the already well tested form in didactics, rather than substitute them.

Abstract: The reviewed work is the monograph of the teachers of Pushkin State Russian language Institute V. I. Shlyakhov, Professor of the department of the theory and practice of the teaching Russian as a foreign language, and L. N. Saakyan, associate Professor of the department the General and Russian linguistics. In the book the authors describe categories of text in the semantic-structural and cognitive-communicative aspects. This approach allows to study the indissoluble unity of the surface structure of the text and its main categories and the deep structures. The monograph consists of three parts. In the first chapter «The Main categories of the text» analyzes the communicative space as a unique en-vironment, which fully manifested the meaning of the words and emo-tionally-estimated relation of man to inform. It examines the traditional text category (coherence (cohesion), temporality, modality and others) in the light of the cognitive-communicative approach. In the second chapter «The Phenomenon of the scenarist in oral and written texts» discusses modern linguistic doctrine of the text, in particular the theory of the scripts and frames, the theory of the impact of the texts on consciousness and human activity. The authors use the theory of the scripts and frames in the analysis of different types of speech activity (including such com-plex as the communication in the mode of confrontation, of domination, collaboration) and describe the stage of interpretation of scenarios of verbal interaction. The third chapter is «The Category of indirection in the texts (indirect ways of conveying thoughts and emotions in the text)» is dedicated to categories of indirection as the main features of indirect, complicated meaningful communication. The authors describe such indi-rect means of information transfer, as metaphors, irony, euphemisms, al-lusions, omissions, etc. The paper discusses a number of research techniques that can be used to identify in the texts meanings, concentrated in the deep structures of metaphors, parables, euphemisms, idioms, and allusions. Special attention is paid to explanatory techniques that reveal the deep structure of the text. The advantage of the book is the abundance of the examples of art (prose and poetry) texts by national and foreign authors with comments. The monograph has a theoretical and application nature. The authors’ material has direct access to the practice of the teaching Russian as a foreign language. 

Abstract: Changes in the concept of Russian education over the recent years alongside the introduction of new academic standards dictate the implementation of interactive form and methods into the learning process, which ensure the communication among students, as well as with an educator. Despite the existence of large amount of scientific works, the question regarding the application of various interactive forms and methods in teaching grammar of the native (Russian) language in a university remains open. Therefore, the object of this research becomes the process of interactive learning in the course of grammar in accordance with the university discipline “Modern Russian Language. The goal of this work consists in the describing the particular forms of interactive learning used in the classes of syntax of the Russian language for preparation of the bachelor’s degree students, as well as determining their efficiency for development of the cognitive interest among students and formation of the skills in scientific research. The author makes the following conclusions: 1) A number of questions within the Russian philology remains discussible, and thus, the content of the course of syntax allows using various interactive forms, methods, and approaches (binary lecture, conference lecture, work in dyads, etc), the most productive of which are the discussion lecture and the dialogue lecture; 2) Interactive learning, being an active form of communication, dictates the priority in using the exercises of analytical type that activate the thinking process of the students, aimed at searching of the new knowledge, as well as ways for resolving the set goals due to formation of the own conclusions and generalizations; 3) Forms of organization of the interactive learning can contain laboratory works that guide students towards the search of facts, formulation of regularities, proposing and proving hypothesis.

Abstract: In this article the author analyzes the complicated form of simple verbal predicates in the plays of Alexander Ostrovsky on formal and substantial levels. The playwright actively uses the conjunctionless repetitions of lexically meaningful verbs, the combinations of verbs in the identical forms, one of them shows the purpose of action made by the subject, formations of adverbial type ending in -îì as means of complication of simple predicate. The numerous group was formed by simple verbal predicates complicated by different particles: òàê è, áûëî, áûëî âîò, ÷óòü áûëî, ÷óòü áûëî íå, ÷óòü íå, âñ¸, âîò âñ¸, è, âçÿë, âçÿëè, âîçüìó + äà è + âîò, ñåáå, çíàé, ñëîâíî, áóäòî, êàê áóäòî, òî÷íî, ðîâíî, êàê áû, êàê áû íå in the plays by Alexander Ostrovsky. We also refer idioms (transformed and not modified) with the syntactic indivisibility and indivisible meaning to the means complicating the structure of simple verbal predicate. The verbal idioms in the position of predicate helps the playwright to reveal the individuality of the characters, to express the author’s modality. We consider the verbal composites (such as çàëèâàåòñÿ-ïëà÷åò, íåæèò-òîìèò) in combination with the particles (such as òàê, òàê è); the former isn’t named as complicating elements of simple verbal predicate in the linguistic literature, but always arouses interest of academics. Such complex words have common features with word, idiom and free word-combination. The complexity of the external and internal forms of the compositing formations allows us to consider them as complicated forms of simple verbal predicates. These means of complication introduce the additional shades of meaning into the simple verbal predicate. In the plays by Alexander Ostrovsky we have identified the following meanings: the meaning of the temporal extent of the action or state, the meaning of the incomplete realization of the action or state, the meaning of action that is close to realization but is not put into effect or characteristic close to the exposure, but is not revealed, the meaning of the composite action or state, the meaning of action that is revealed independently of unfavourable conditions or in spite of something, the meaning of action that the subject realize in his own interests for the sake of pleasure, the meaning of action that the subject realize with the total disregard of the external circumstances, the meaning of doubts about the truth of something or comparison with something, the meaning of assumption or possibility, probability of some events and others. Some of the meanings can be expressed by the totality of linguistic resources. On the whole the use of the complicated simple verbal predicate is a distinguishing feature of the author’s style of Alexander Ostrovsky seeking to paint the vivid domestic picture of merchant-burgher environment, create the original characters, to reveal the psychology of characters through the everyday conversational constructions.