Nizhnevartovsk Philological Bulletin

This article proceeds from the fact that the function of everyday life in the work of Yu.V. Trifonov is determined by insufficient study, as well as the category of everyday detail itself: both in linguistic and literary works, there is a noticeable vagueness in terminology, in determining the specifics and boundaries of the detail. In linguistics, there are fluctuations from understanding a detail as a microelement of a work to including several sentences or an entire paragraph in it (the criterion is relative semantic completeness) and isolating a smaller element from the detail – a detailed moment. Trifonov is scrupulous in describing the “flesh of time”: the appearance of household items, prices, portable items, apartment layouts. All people's connections are explicated through their life history. The author is alien to arbitrariness, the so-called artistic experiment. Trifonov's prose grows out of a memoir, a documentary testimony of an ordinary person living in history. For Trifonov, history is a closely woven network of such memoirs. Every “little thing of life” in Trifonov's art world is universal and multifunctional. Trifonov's multidirectional aspirations of the heroes are crossed on things; the thing checks the hero and organizes the plot. The dominant function of “checking the hero” enlarges the thing, gives it the status of a moral and philosophical “key” to the personality of the character, revealing his hidden moral potential or, on the contrary, depriving the hero of the mask of an intellectual. Thus, everyday detail, the particularity of human life, inconspicuous and at first glance insignificant, helps Trifonov to open the framework of the narrative and discover metaphysical depth in the structure of everyday life. Many critics have noted the fact that Trifonov's works are filled with everyday details, but their functions have still not been sufficiently considered.

In this article, the author answers topical questions related to the problems raised in works of art, the study of the essence of the concept of “problematics” and its varieties, as well as the moral issues that are revealed in works of art studied in high school, in particular, in the novel by M.Yu. Lermontov “A Hero of Our Time”. The author considers these issues not only at the theoretical, but also at the practical level, analyzing the actions of the main character of the novel “A Hero of Our Time” Pechorin. Also, in the course of the study, the author conducts a comparative analysis of several curricula in literature in order to identify the features of the methods used by modern methodists when revealing the problems of works of art in general and the novel “A Hero of Our Time” in particular. Based on the results of the study, the author comes to the conclusion that in modern school methods, considerable attention is paid to the study of works with moral issues. It has been established that the methods considered in the study are aimed at reaching an audience from grades 5 to 9, since it is during this period that the stage of formation of students' moral and aesthetic ideas about life and their choice of moral ideals falls. In addition, the results of the study were the selection of the moral issues of the novel by M.Yu. Lermontov “The Hero of Our Time” and the conclusion formed on its basis that the moral problems touched upon in the novel are based mainly on the main character's attitude both to life and to the people around him.

The article discusses the Governmental Program “Digital Kazakhstan”, its tasks and requirements for the digitalization in field of education. The active position of the Almaty University of Power engineering and Telecommunication named after Gumarbek Daukeev regarding educational digitalization is also described in the article. A comparison of different interpretations of the term “digitalization” showed that the lack of a single definition is explained by the fact that the terminology of digitalization is only in its beginning stage. Since the use of digital technologies is fraught with certain difficulties, not all representatives of the teaching staff have high digital literacy. This was the reason for the emergence of the popular theory of Mark Prensky, who singled out the generations of “digital natives” (youth) and “digital immigrants” (educators). There is an age-old conflict between these generations, which is expressed in the fact that the latter speak with an “accent” and at the same time want to be teachers of the former. However, research by scientists has shown that the superiority of “digital natives” over “digital immigrants” is somewhat exaggerated. “Digital literacy” does not depend on age, but on the breadth of thinking and courage in using digital technologies, which the “digital natives” themselves are far from equally proficient in. Despite this optimistic conclusion, “digital immigrants” should constantly work on their digital literacy, increase the level of digital competence. In this regard, the authors of the article believe that in order to overcome the complexes, the teacher should master the skills of an ambitious teacher who is always persistent and interested in mastering various innovations, including digital ones. As for the level of digitalization in the educational space of Kazakhstan, it is at the stage of formation and development. Scientists believe that in order to accelerate digitalization, high educational institutions of Kazakhstan should take a number of measures, which are also described in the article.

The article is concerned with the problem of the functional potential of the fictional text, and its activation in the process of literary communication. The functions in terms of the basic, secondary and particular ones have been classified according to their conceptual significance. The functional model of the fictional text includes seven basic functions; aesthetic, communicative, stylistic, cognitive, social, cultural and interpretative, the first one playing the dominant role and subordinating others. The parameterization of the functional model has discovered it's basic characteristics: a) polyfunctionality manifested in multiple diversity of functions; b) hierarchical correlations of functions subdived into basic, secondary and particular functions; c) the formation of the “double” functions (communicative-pragmatic, cognitive-discursive, cognitive stylistic, sociocultural and others); d) two-level realization of the functional potential: at the level of language means and b) at the level of the whole text. The postulate of fiction polyfunctionality manifested in the system of hierarchical correlation of different types of functions which in combination form and integrated functional semantic field of the whole text, has been grounded. The distinctive features of the functional model of fiction have been outlined. They are: a) the usage of “doubled” functions conditioned by a complex, multidimensional and interdisciplinary nature of the fictional text; b) differentiation of functions according to the principle of their level realization (the level of the text and that of a linguistic unit): at the level of the whole text the basic functions are used while at the level of the linguistic unit different types of the secondary functions are realized; c) the cluster usage of different functions enhancing and intensifying the pragmatic effect of emotional or intellectual impact on the reader.

The paper discusses the technology of «remote learning», namely one of its models - the integration of traditional and distance learning. This technology is based on the transfer of certain types of activities and part of the study material into a distance form. The subject of the study is the features of the integration of traditional and distance learning forms of English language teaching in high school. The aim of this research is to consider the theoretical aspects of distance learning and develop methodological recommendations for the integration of traditional and distance forms of foreign language teaching in high school. The theoretical significance of the work is determined by the fact that it makes a certain contribution to the methodological development and systematization of the study of distance learning, including the introduction of this form in the conditions of online interaction, which can be used for teaching other subjects and languages. The practical significance of the study consists in the possibility of using the model of integration of traditional and distance forms of education directly in foreign language lessons, as well as an additional material for improving the qualifications of teachers on the stated issues. The methodological basis of the research includes the works of G. A. Bordovsky, M. V. Klarin, S. L. Lobachev, M. H. Lutfillaev, E. S. Maslakov, E. I. Mashbits, R. P. Milrud, A.V. Khutorskoy, and others devoted to the didactic aspects of computerization of education. The works of T. Anderson, A.V. Bykov, C. Wedemeyer, L. I. Zheludkova, V. Kukharenko, N. Morse, M. Moore, V. Ovsyannikov and others should also be noted. The research methods are the analysis of psychological, pedagogical and methodological literature on the topic, logical argumentation, proof, generalization, justification, synthesis, reflection, description.

The article aims to substantiate the expediency of using the term “Theolinguistics” for the nomination of a new linguistic discipline aimed at studying the interaction of language and religion. Critical analysis of theoretical literature has shown great terminological differences in linguistic works devoted to the study of language and religion such as: religious language, sacred language, the faith language, liturgical language, religious-preaching style, religious style, church-religious style, biblical style, ; confessional style, spiritual speech, religious communication, orthodox linguistics, religiolect, and Theolinguistics. This is conditioned by the following reasons: 1) the complex and multidimensional character of research, which should take into account the data of two spheres of knowledge: linguistics and theology; 2) blurring boundaries between object and subject of language units under study within the discipline investigating the problems language and religion interaction; 3) the uncertainty of the status and nomination of the discipline, aimed to study the relationships between language and religion; 4) inconsistency in the terminological apparatus and metalanguage of the discipline aimed to study the correlations between language and religion.

The scientific novelty of the study is conditioned by critical analysis of a number of linguistic terms used in the theoretical research and scientific literature done in the framework of studying the relationships between language and religion. The results of the analysis of the linguistic literature on this issue show that in linguistic science the followings can be observed: 1) the usage of diverse terms in the researches aimed at studying the interaction of language and religion; 2) the ambiguity in the interpretation of a particular linguistic term used to indicate scientific problem related to language and religion interaction; 3) the need to develop a unified terminology in the field of research aimed to investigate the relationships between language and religion.