Vol 2, No 2 (2017)

The problem of an adequate establishment of the boundaries of parts of speech is of interest not only for the theory of language, but also has a direct way into the practice of writing grammars of a new type and, accordingly, new textbooks on the Russian language. Important prerequisites for solving this problem are contained in the works of many well-known foreign and domestic linguists, including those who dealt with the history of the language; now there are works in which a cognitive approach is proposed to solve this problem. The paper attempts to compare the chapter «The Adjective» in «Russian Grammar» by A.H. Vostokov to how modern grammar guides describe similar material. Modern texts are organized in a more or less the same way: 1) adjective as a part of speech; 2) lexical and grammatical groups of adjectives; 3) lexical and grammatical classes; 4) grammatical classes of adjectives; 5) formation of short form of adjectives; 6) formation of comparative forms; 7) inclination of adjectives. This list represents compulsory parts of all modern grammar guides. Our objective is to find out how Vostokov V.H. addresses these issues. The research established that Vostokov V.H. uses antique contraposition of the name and the verb. The main characteristic of the name is that it can be inclined. For this reason Vostokov V.H. includes qualitative adjectives, possessive pronouns, cardinal and ordinal numbers, pronoun-adjective and participles. It was established that lexical and grammatical word classes that Vostokov V.H. treats as adjectives (except for participle) are the same as the ones in modern academic grammar guides of the Russian language.

The article considers the main approaches to the analysis of the proper name's meaning from the position of cognitive linguistics, reveals the peculiarities of speech and linguistic meaning of homonyms, and attempts to define the mental basis for distinguishing proper names into the separate class of words. After having considered the work of E. S. Kubryakova on the parts of speech from the position of cognitive science, the author assumes that the presence of important conceptual characteristics as uniform, or individual in the human mind is the mental basis for distinguishing the proper names as a separate class of words or an independent part of speech. Taking into account the opinion of scholars, the author concludes that the proper name has both speech and linguistic meaning. The speech meaning of the proper name implies the individual complex of knowledge about the subject, as well as the pragmatic attitudes of the participants in the speech act, which add to the word the meaning of appraisal and interpretation when naming the object. The peculiarity of the linguistic meaning of the proper name is that the latter is based on the concept of the generic word defined. The author gives some examples of the proper names' vocabulary definitions that contain sufficient information for understanding a word and introducing it into speech. The linguistic and speech meanings of the proper name, as well as its extralinguistic characteristics, form an onomastic concept, which is being examined in the scientific works on cognitive onomastics.

Language is an essential element of each carrier of voice culture. Human speech is defined as correct if it knows and considers in its communication, the norms of orthoepy, vocabulary building, morphology, syntax. However, this is not enough. Man reaches the highest level of speech culture, if it has a coherent and correct speech. This means that he not only mistakes, but also knows how best to build statements in accordance with the purpose of communication, select the most suitable in each case words and constructions, taking into account, to whom and under what circumstances he is addressing. It is also very important for speech interaction communicative qualities of speech, such as accuracy, consistency, clarity, purity, richness, richness and expressiveness. The last of these communicative qualities of speech and is achieved by introducing in the text of the statements of the language game. The relevance of this article due to the insufficient development of the topic of the language game in the space of the world of the Internet. A language game is determined by the play on words, one way of creating a comic, the way in which a coded verbal message. Language game allows you to significantly expand the creative potential of the language at all its levels: phonetic, lexical, derivational, and others. Comparative analysis allows to study and systematize the examples of language play in one of the most common browser-based multiplayer games on the Internet «Godville». The aim of this work is to define the types and methods of language game in the text space specific online project.

This article is based on the fact that the problems of urbanism and civilization in the works of V. Mayakovsky exist as defining. Passion for urban themes came to Mayakovsky with enthusiasm for Futurism. Characteristic for Russian artists and poets-futurists was the aesthetics of technology and urban culture. The starting point of the technical searches of the Futurists was dynamics, the rapid pace of modern life and the modern city. Another reason for the urbanistic preferences of the Futurists was a polemic with the principles of the Symbolists and Acmeists. To the aestheticism of the poetry of the Symbolists and Acmeists, the futurists opposed demonstrative de-aesthetization. In their works, priority was given to reality, which had not been touched upon or touched upon in art. Poetic interest was caused by objects that had only recently been introduced into everyday life; basically it was the material culture of the city, which resulted in urbanism. In the creative work of the Futurists, the dynamics, huge scope and titanic power of the modern industrial city were reflected with it, in the words of Mayakovsky, «noises, noises, noises», glowing factory lights, street turmoil, restaurants, crowds of moving masses. V. Mayakovsky during his stay as a «true» futurist (he soon ceases to be a futurist in the original sense of the word) develops a peculiar poster-hyperbolic style, shouting a short verse, «torn lines», successfully found to convey the rhythm of a modern city. However, soon the social theme begins to supplant the self-valuable Cubist urban landscapes before, and if elements of cubism are preserved in Mayakovsky's poetry, then they acquire a social function. Perception of the city through the eyes of the suffering people «captives» of the city of the lyrical hero tells the urban landscape of the pre-October Mayakovsky apocalyptic features. Civilization of the same city for the post-October Mayakovsky was the embodiment of his most intimate pre-October dream - the dream of the futurists about the approach of the future to the present, its material embodiment.

In this article, the peculiarities of the use by A.I. Kuprin of artistic techniques are analyzed in the creation of psychologism in early narratives, the peculiarity of the functioning of the psychological and characterological types of portrait is examined, the portrait of the character in the genres of the early story and story is compared, the feature of the portrait detail as one of the methods of creating psychology in an artwork. The purpose of this study is to identify the features of the functioning of the literary portrait as one of the ways of expressing psychologism in the early novels of A.I. Kuprin. Achieving the goal meant solving the following tasks: - determine the relevance of the problem being studied; - explore the existing artistic techniques that determine the psychology of the work of art; - to analyze the functioning of certain types of literary portrait of the character in the early novels of AI Kuprin; - to reveal the features of the psychology of the early novels of A.I. Kuprin. The subject of the study is a literary portrait of the character. The object of research is the early novels of A.I. Kuprin. The following research methods were applied in the work: cultural-historical, comparative-historical and elements of a system-holistic analysis of a work of art. The relevance of this study lies in the insufficient knowledge of the literary portrait of the character as an artistic device in the creation of psychologism in the early novels of A.I. Kuprin. The results of the research allowed us to state that in his early work A.I. Kuprin, in the creation of psychologism in his works, uses a literary portrait, namely: psychological and characterological, as well as a portrait detail, giving minimal value to the portrait description, although it is most often found in literary works. When comparing portraits of characters from different genres, the author's slight attention to the use of the psychological portrait in the genre of the story, but the widespread use of it in the genre of the story, is noted.

Learning standards is a set of requirements for the mastering results of basic general education, its structure and implementation conditions. The choice of productive learning technologies, by which we mean an ordered set of actions, operations and procedures that instrumentally ensure the achievement of the predicted result in the changing conditions of the educational process, has a great influence on the development of learning standardscontent and education quality of the subject. The new paradigm of literary education determines the orientations change of learners’ activity from memorization to understanding and interpretation, therefore it is important to use productive technologies at the lessons that help learners not only orientate in the modern world, but also master the skills of independent knowledge elicitation. The scientific work presents the methodological basis for the use of the productive technologies of training at literature lessons in the framework of the FSES basic secondary education in order to improve the quality of education on the subject, analyzes the theory and practice of Dialogic interaction at the literature lessons and substantiates the psychological feasibility of individual teaching experience with the school target group on the use of productive technologies. The obtained results show that the introduction of productive technologies at the literature lessons allows to create optimal conditions for the development of creative thinking and a high level of creative independent activities of each student, the student’s research skills training and improves the quality of the subject education.