Vol 17, No 1 (2025)

Background. The political discourse is the type of discourse with exactly dominating manipulative intention. This intention has a complicated structure and is realized by the speech producer through actualizing of a definite set of mass recipient’s universal manipulation targets. With the help of the intentional analysis of the Conservative Party Manifesto the author proves that there is a special set of effective speech actualizers of mass recipient’s ethological and physiological manipulation targets being in a strict hierarchy. 
Purpose. The purpose of the study is to find out and analyze the speech means of actualizing of mass recipient’s ethological and physiological manipulation targets in the British political discourse.
Materials and methods. This study is based on the recipient-centric approach with which mass recipient is regarded as some model of interdependent features being relevant for the process of manipulation and reflected on the surface level of producers’ manipulative messages in the system of speech means under consideration.
Results. On the basis of the political party manifesto text type the intentional model of the manipulative speech act has been tested, as well as the recipient-centered model of manipulation targets for the mass recipient. It is proved that the most effective manipulation means of this text type are nominative actualizing signs and associative actualizing signs, which affect such manipulation targets as the anticipation of social ideal realization (in promissive speech acts), certain instincts, the interoception, exteroception and proprioception peculiarities and the characteristic features of temporal, space and kinetic perceiving as well. 

Background. The implementation of the historical approach is an important prerequisite for in-depth study of the Russian language. Historical commentary on linguistic facts and patterns helps to understand the cause-and-effect relationships of those phenomena, the study of which is impossible without referring to the history of the development of the Russian language. At the same time, there are a number of issues in this area that require theoretical and practical development, in particular, the specifics of using historical commentary in the context of academic activities.

Purpose. The aim of the paper is to identify the main features of historical commentary in the Russian language lesson as a speech genre of pedagogical communication.

Materials and methods. The materials for the study were studies devoted to the historical coverage of the facts of the Russian language and their inclusion in the learning process in the classroom. The article uses methods of description, typologization and generalization to characterize historical commentary as a pedagogical genre in Russian language lessons.

Results. The paper provides a detailed description of historical commentary in Russian language lessons as a speech genre of pedagogical communication. Its formal feature is the formalization in the form of a concise word by the teacher, and its substantive feature is the reflection of the cause-and-effect relationships of facts and patterns of the Russian language from the perspective of its history. It is noted that the historical commentary should be prepared in advance, have a concise form and thematic conditionality. These characteristics formed the basis of the proposed definition of historical commentary as a pedagogical genre. Of particular note is the dependence of the preparation of a historical commentary for the study of a particular topic on the age of students and their level of proficiency in the subject matter. A well-constructed historical commentary in the lesson contributes to a more meaningful study of the Russian language, expands the linguistic horizons and forms the cultural competence of students.

Background. Every language is full of collocations. It is almost impossible to speak without collocations because the meaning of any word is determined and specified by the company it keeps.

Collocations are widely used in all spheres of life and various types of professional discourse. Medical discourse is a special linguistic subsystem designed for professional communication, where a doctor acts as the communicative leader. Terminological collocations are actively used in authentic medical texts, publications, and doctor-patient communication. We should always keep in mind that the general meaning of such combinations is not equal to the meaning of each component, they cannot always be translated word by word, that`s why correct translation and use of terminological collocations is extremely important while working with medical information.

Purpose – to analyze the lexical content of well-known courses of medical English, authentic dictionaries and textbooks on medicine to identify and classify the main models of terminological collocations in different types of medical discourse.

Materials and methods. Contemporary courses of medical English: «Check Your English Vocabulary for Medicine» (A&C Black); «Medicine 1 / 2» (S. McCarter); «Nursing 1 / 2» (T. Grice); «Professional English in Use: Medical» (E.H. Glendinning); «Test Your Professional English: Medical» (A. Pohl); some medical dictionaries (London Dictionary of Medical Terms, Dictionary of Nursing, Illustrated Medical Dictionary) and textbooks on general and clinical medicine: Anatomy and Physiology for Health Professionals (J. Moini); Eyewitness. Human Body (R. Walker); How it Works Book of the Human Body (Imagine Publishing Ltd); The Facts on File Illustrated Guide to the Human Body (The Diagram Group), Harrison`s Pulmonary and Critical Care Medicine (McGraw-Hill Education), Williams Textbook of Endocrinology (S. Melmed et al.), Nadas' Pediatric Cardiology (Elsevier Inc.), Shaw’s Textbook of Gynaecology (V.G. Padubidri, S.N. Daftary), Adams and Victor’s Principles of Neurology (A.H. Ropper et al.), Pediatric Otolaryngology. Principles and Practice Pathways (R.F. Wetmore, H.R. Muntz, T.J. McGill), etc.

Results. Analysis of the lexical content shows that each type of medical discourse is attributed by the following semantic groups of terminological collocations: collocations describing the structure and work of the human body ("anatomy and physiology"); word combinations naming the most common symptoms and signs of different diseases ("signs and symptoms"); collocations naming diseases and conditions of various organs and systems («diseases and conditions»); combinations describing medical personnel, instruments, medicines, technologies used in diagnosis and treatment ("diagnosis and treatment"). A special group includes terminological collocations, which are considered to be proper names. The article presents different examples of the most common terminological collocations used in various types of medical discourse (cardiology, pulmonology, gastroenterology, neurology, endocrinology).

Background. The article is devoted to the effectiveness of using critical thinking technology to improve the linguistic competence of bachelor historians. The article pays special attention to the formation of critical thinking among students majoring in “Pedagogical Education. History”. This is due to the fact that in the modern conditions of social development, the formation of critical thinking contributes to the development of patriotic education of young people in the spirit of respect for the past and present which is one of the state priorities nowadays. Taking into account the experience of foreign and domestic scientists dealing with the problem of developing critical thinking, a technology for more effective teaching of a foreign language in practical classes at a university based on the modeling method (in particular, reconstruction of historical events in the classroom) was developed, and the requirements for organizing and conducting foreign language classes were formulated. The proposed technology helps students not only develop their linguistic competence, but also receive the information they need in their educational and professional activities. This technology can be used both for studying a foreign language and in other disciplines.

Relevance. In the context of modern realities, as well as in connection with changes in the system of higher and secondary specialized education, this approach acquires a new meaning and relevance, as it allows integrating critical thinking training into the programs of various academic subjects, in this case we are talking about a foreign language. This will contribute to the formation of a person with civic responsibility and a patriot who is able to solve social problems and confront the challenges of modern reality.

Purpose. To develop an effective model for teaching English to bachelor historians (in the form of an interactive lesson with the elements of historical events reconstruction), aimed at the developing not only linguistic competence but also critical thinking as a component of military and patriotic education.

Results.  The criteria of critical thinking are determined and the model with the elements of historical events reconstruction as technology of military and patriotic education in English language class is presented; the necessity of integration of critical thinking in a wide range of academic subjects is proved.

Practical implications.  This technology can be used in a foreign language practical class and in teaching other disciplines at universities and schools as well.

Background. The problem of transformation of the content of school textbooks on national history is actualized as a result of public and scientific discussions about the Soviet period of national history that unfolded during the years of perestroika, as well as due to changes in the views, opinions and assessments of historians - authors of educational publications. Key topics of Soviet history, discussed in the public and professional environment and subjected to rethinking and reassessment, are highlighted.

Purpose: to prove the relationship between the content of school textbooks on Russian history and the discussions that unfolded in the public and scientific environment during the perestroika period on the problems of Soviet society, for which purpose to highlight the main topics of discussion, to identify the factors that influenced the views of the authors of school textbooks on Russian history during the period of rethinking the fundamental dogmas of Soviet historical science, to highlight in the content of textbooks the topics that were most subject to revision, and the topics that were most taboo.

Materials and methods. The source base of the research is school history textbooks published in the USSR in 1986-1990, memoirs, notes and interviews of historians Yu. I. Korablyov, Yu. S. Kukushkin, A. P. Nenarokov, materials of the periodical press (magazines Ogonyok, Voprosy istorii, Novaya i noveyshaya istoriya, Prepodavlenie istoriya v shkole), speeches of the General Secretary of the Central Committee of the CPSU M. S. Gorbachev, examined on the basis of historical-descriptive (as the main), analytical and historical-comparative methods of historical research.

Results. The study of documents of the CPSU and the USSR Ministry of Education (1985-1988) / the USSR State Committee for Public Education (1988-1991), the identification of the subject of public and scientific discussions on the development of Soviet society, and the analysis of the content of school textbooks on Russian history made it possible to prove the conclusion about the relationship between the content of school textbooks and the discussions that unfolded in the country; to highlight the topics in the content of which the most significant adjustments were made; to determine the factors that influenced the views of the authors of school textbooks on Russian history in the context of perestroika.

The article examines the role of values in the modern world and the opposition of liberal and conservative values. The problem of analyzing values from the point of view of their compliance or non-compliance with the ability of society to withstand current challenges is posed.

Purpose: to identify the role of values in the cultural self-determination of peoples and to divide values into "positive and negative" values from the perspective of their role in consolidating society in the face of internal and external challenges.

Method and methodology: a comparative research method was used.

Results. The opposition of liberal and traditional values is defined not only from ideological positions, it also has an "ontological character", as it is connected with the spiritual foundations and symbols of faith laying the foundation of the cultural picture of the world.

Scope of the results. The results obtained can be applied in the study and further development of the academic discipline "Fundamentals of Russian Statehood".