Abstract: The subject of the study are homonyms and polysemous words. The problem of homonymy and polysemy always raises many questions, because sometimes there is no clear boundary where ambiguity ends and homonymy begins. Indeed, the boundary between homonymy and polysemy is unstable, permeable, it is constantly violated, and not only by polysemy, when, due to the loss of an "intermediate link", the connection between the individual meanings of a polysemantic word is lost, and it splits into two different homonymous words, but also (which is noted by only a few authors) by Homonymy is when, due to the action of various kinds of reasons, a semantic connection arises between two homonymous words and these words merge into one polysemantic word.The purpose of the article is to distinguish homonyms from polysemous words using an experiment between native speakers, by identifying homonymous words among respondents.
 In this article, special attention is paid to the differentiation of these phenomena by the psycholinguistic method. The author also uses a descriptive method when conducting research. The lexical richness of any language is words that are related to each other, but have different meanings and perform different functions. In colloquial speech, some words are close to each other in meaning, while others are opposite in their semantics. Some words, while not being close in content, can be similar to each other in appearance, shape, spelling and pronunciation. A group of such words in the lexical system of the language is commonly called homonyms.
The novelty of the research lies in the fact that the author for the first time made an attempt to distinguish homonymy and polysemous words in the Mari language using a psycholinguistic method.
The main conclusions of the article are that the conducted associative experiment is one of the most effective ways to distinguish between two lexical phenomena. Of course, the nature of associations is influenced by age, geographical conditions, a person's profession, as well as the level of proficiency in the Mari language, but, nevertheless, the opinions of respondents mostly coincide with lexicographic data.

Keywords: mari language, semantics, associative experiment, lexical homonyms, homoforms, homographs, psycholinguistics, lexicology, polysemy, homonyms

References:
Avdina, A.I. (2021). Criteria for distinguishing between homonymy and polysemy of prepositions (using the example of lexical primitive prepositions with 1, 2, 3, components of prepositional case constructions “preposition with 1 + noun in R. p.”, “preposition with 2 + noun in V. p.", "preposition with 3 + noun in T. p." Bulletin of SUSU. Series "Linguistics", 3, 48-52. doi:10.14529/ling210308
Avdina, A.I. (2022). Questions of classification of homonyms (based on the material of homonym dictionaries). Bulletin of SUSU. Series "Linguistics", 2, 52-58. doi:10.14529/ling220207
Kobozeva, I. M. (2000). Linguistic semantics: Textbook. Moscow: Editorial URSS.
Wojan, K. (2003). The genesis of homonymy of the Finnish language. Fenno-Ugristica, XXV. Tartu.
Leino, P.(1993). Polysemia – kielen moniselitteisyys. Kieli 7. Helsingin yliopiston suomen kielen laitos. Helsinki.
Malakhovski, L. (1987). Homonyms in Eng

Abstract: The article presents an analysis of fragments of unrealized speech of A.P. Chekhov's heroes in the texts of novels and short stories written in 1888-1904: "Women", "Wife", "Neighbors", "Fear", "Black Monk", "The Story of an unknown person". Typical ways of introducing unrealized speech into the author's context are revealed. In the course of the study, it was found that unrealized speech conveys the innermost thoughts and emotional state of the main characters, being an important factor for understanding the essence of many events that occur in the adult life of A.P. Chekhov's characters. Unrealized speech is a significant component of the text that contributes to the correct interpretation of a particular situation that is associated with the family communication of Chekhov's characters.
Unrealized speech, internal in nature, has an extra-verbal reason why it cannot be expressed verbally. In most cases, such a reason is the emotional state of the character, represented in the Chekhov text by a description of facial expressions or gestures, an out-of-speech situation that does not allow you to express the programmable so as not to offend the other. Analyzing fragments of stories from this period of Chekhov's work, representing family communication, one can come to the conclusion that unrealized speech actualizes the internal speech situation in the texts under study. Typical ways of transmitting unrealized speech are improper-direct, direct or indirect speech, thematic speech in the author's narrative is less common in this function. A typical input for unrealized speech is a modal verb with the meaning of desire or expression of will + an infinitive with the meaning of speech activity in a construction with a contrastive conjunction: I wanted to say, but ...; I wanted to say, but ...; I wanted to answer, but... etc.

Keywords: the story, character, speech of heroes, Chekhov, unrealized speech, family communication, speech, story, author's context, the main character

References:
Goncharova, T.S. (2013). Russian Family: Past and Present. Transactions of the TSU, 1, Vol. 19. Pp. 226-231.
Dementyev, V.V. (2013). Communicative Values of Russian Culture. The Category of Personality in Lexis and Pragmatics. Moscow: Global Kom.
Kazubovskaya, G.P., & Sabadash D. (2005). «The Grasshopper» by A.P. Chekhov and the Poetics of Gesture. The Unfulfilled Myth of Pygmalion and Galatea. Culture and Text, 10. Retrieved from https://cyberleninka.ru/article/n/poprygunya-a-p-chehova-i-poetika-zhesta-nerealizovannyy-mif-o-pigmalione-i-galatee
Khodus, V.P. (2009). Metapoetics of A.P. Chekhov’s Drama: Linguistic Aspect. PhD Thesis. Stavropol State University.
Chekhov, A.P. (1978). The Complete Works and Letters in 30 volumes. V. 7. Moscow: Nauka.
Chekhov, A.P. (1978). The Complete Works and Letters in 30 volumes. V. 8. Moscow: Nauka.
Shcherbaeva, A.A. (2008). Discoursive Specialties of Characters’ Speech in Wo

Abstract: Learning foreign languages is an important component of personal and professional development. There are a large number of national communities in Moscow, including Azerbaijani and Turkish, and more and more people are paying attention to learning the languages of these countries. In this article, we will study the motivation for studying Azerbaijani and Turkish in Moscow. Let's look at how learning these languages can help when communicating with native speakers, traveling, in professional activities and how this can help expand cultural horizons. We will also consider the most popular motives for learning these languages among students in Moscow. The object of this article is the motivation of students and students living in Moscow when studying Azerbaijani and Turkish languages. The subject of the article is an analysis of the motivation factors that inspire people to study Azerbaijani and Turkish in Moscow, such as cultural interest, employment opportunities, study, communication and other factors that can be identified in the research process. The article will also describe the different motivations of each language learner, their personal experiences and opinions about it, as well as general preferences in language learning.

Keywords: migration, linguistics, Turkic languages, representation, motivation, Turkish language, language environment, Azerbaijani language, sociolinguistics, foreign language

References:
Afandieva, Ch. (2007). Russian language in the modern world. The world of the Russian word and the Russian word in the world. Materials of the XI Congress of the International Association of Teachers of the Russian Language and Literature. Sophia: Mapryal.
Gasanov, R.B. (2001). Historical lexicology of the Azerbaijani and Turkish languages. Makhachkala. 439 p.
Danilova, O.A., & Dukin,R.A., &Konova D.V. The role of motivation in the study of foreign languages, Retrieved from http://study-english.info/article018.php
Orlov, Yu.M. (1984). Need-motivational factors of effective educational activity of university students. Moscow. 98 p.
Seven, M.A. (2020). Motivation in language learning and teaching. African Educational Research Journal. Special issues 8 (2). 562-571. DOI: 10.30918/AERJ.8S2.20.033. ISSN: 2354-2160.
Van Lier, L. (1996). Interaction in the Language Curriculum: Awareness, Autonomy and Authenticity. Applied Linguistics and Language Study. ISBN-13: 978-0582248793. ISBN-10: 058224879

Abstract: The object of the study is the linguistic uncertainty of Azerbaijanis who live in Russia. The subject of the study is the causes of the phenomenon of language insecurity among graduates of Azerbaijani schools who received education in Russian in Azerbaijan, as well as the main reasons of a social and individual nature that contribute to its manifestation. The article describes the main reasons that have become the source of language insecurity among graduates of Azerbaijani schools who have received general secondary education in Russian in Azerbaijan. The authors of the article investigated the existing methods of teaching Russian in schools in Azerbaijan, the main problems that arise during the teaching of students, as well as obstacles that may affect the process of formation of language skills and knowledge of students. In order to study the causes of language insecurity among graduates of Azerbaijani schools in the course of communication while in the Russian Federation, we conducted a series of interviews with graduates of a number of schools in the capital of the country, in the city of Baku. The definition of the concept of language insecurity is given and the main reasons of both social and individual nature are shown, contributing to the manifestation of language insecurity in a number of students who have graduated from Azerbaijani schools with the Russian language of instruction.

Keywords: language situation, linguistics, multiculturalism, Language adaptation, russian language, multilingualism, language environment, Azerbaijani language, language uncertainty, sociolinguistics

References:
State Statistics Committee of the Republic of Azerbaijan. (2009). Population by ethnic groups, by native language and feely command of languages. https://www.stat.gov.az/source/demoqraphy/
Nationwide referendum, 1995. Constitution of the Republic of Azerbaijan, part 1, article 21. http://e-qanun.az/framework/897 [date of accessed: 12.09.2020]
The flow to the Russian sector is harmful: children are moving away from the national base and are influenced by the theory of another nation https://sherg.az/xəbər/52631/
Order of the Minister of Education of the Republic of Azerbaijan on the approval of the curricula of secondary schools for the 2019-2020 school year. Ministry of Education of the Republic of Azerbaijan // https://edu.gov.az/az/esas-senedler/16890
School admission rules have changed in the Russian sector-NEW RULE https://fed.az/az/tehsil-ve-elm/rus-sektorunda-mektebe-qebul-qaydalari-deyisdi-yeni-qayda-53536
Bucci, W, & Baxter. M. (1984). "Problems of Linguistic Insecurity i

Abstract: The handshake is an important element of etiquette in many cultures. It is used in various, not only official, but also informal situations that express greetings, farewells, gratitude, etc. In this work, the object of study is the etiquette of shaking hands during the welcome ceremony of a state visit. The subjects of the study are various modalities and their meanings when performing a handshake. The authors consider in detail such aspects as the requirements of a handshake in official communication: the duration of the handshake, the distance between the communicants, the types of modalities: facial expressions, visual gaze, body movement. Particular attention is paid to highlighting and analyzing the significance of handshake modalities during the welcoming ceremony.
The conducted research provides information about the meaning of the handshake and the role of other non-verbal modalities: distance, gestures, gaze and facial expressions, which are designed to demonstrate politeness in a communicative situation. A special contribution of the authors to the study of the topic is to identify the function and meaning of various modalities during a handshake. The study helps to study the expression of politeness in various modalities during a welcome ceremony. The novelty of the study lies in the analysis of etiquette in terms of multimodality. Using the ELAN software, the modalities of the handshake at the ceremony are displayed visually, which allows statistical methods to match verbal and non-verbal elements during the handshake.

Keywords: multimodality, politeness, body movement, distance, gaze, facial expressions, etiquette, welcome ceremony, handshake, ELAN

References:
Anisimov L.N. (2010) The Nature of International Law Norms // St. Petersburg: Leningrad Law Journal. No. 3 (21),34
Borunkov A.F. (2007) Diplomatic protocol in Russia. Ed. 3rd, add. M.: International Relations,103
Kapkan M.V., Likhacheva L.S. (2017) Business etiquette Yekaterinburg: Ural University Press,30
Kibrik A.A. (2010) Multimodal linguistics // Cognitive research-IV. M.: IP RAN.,148
Kibrik A.A. (2010) Multimodal linguistics // Cognitive research-IV. M.: IP RAN.,145
Kreydlin G.E. (2002) Non-verbal semiotics. Body language and natural language M .: New Literary Review,311
Kreydlin G.E. (2002) Non-verbal semiotics. Body language and natural language M .: New Literary Review, 314
Kudinova E.S. (2020) Modern methods of speech interaction research // Bulletin of the Moscow State Linguistic University. Humanitarian sciences. No. 1 (830),126
Larina F.Sh. (2008) Diplomatic protocol in the law of foreign relations: author. dissertations of a candidate of legal sciences. Kazan,12