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The paper deals with a comparative and contrastive analysis of the experience Azerbaijani and Turkish languages have gained in the transition to the Latin script. The methods of rendering personal names from European languages which, similarly to Azerbaijani and Turkish, use the Latin alphabet into the specified Turkic languages and vice versa are considered. The author presumes that the way a problem of rendering personal names as a special category of proper names is solved provides the grounds for giving an opinion on how successful the integration of a language that has switched to a Latin-based alphabet into a family of languages and cultures sharing the similar Latin alphabets has been or is going to be. In this respect, the study is topical since it enables one, by considering similar experiences of the languages involved, to forecast the trajectory the Kazakh language, intending to switch to the Latin-based alphabet in the near future, is going to follow. The novelty of the study consists in the linguistic forecasting method applied, which implies solely the study of the real experience of the languages subject to study and therefore provides the forecast with one hundred percent verifiability to be achieved once Kazakhstan has entirely transitioned to the Latin script. The theoretical value of the research consists in a contribution it makes to the methodological basis of the comparative and contrastive studies of related languages, including the creation of alphabets for them, as well as in a possibility of making use of the results achieved herein in further studies aimed at theoretical comprehending the peculiarities of a language functioning in the translation aspect after its transition to a new alphabet. The study has made it possible to identify the methods of rendering personal names from/to European languages, used nowadays in Turkish (absolute and relatively complete transfer) and Azerbaijani (transcription and transliteration) languages. Through the prism of practical experience of these languages, an objective forecast is made with respect to the Kazakh language in case of its complete transition to the Latin-based alphabet. The paper concludes that the Kazakh language has reasons to follow either the way of Turkish, as the language of the state, which to a certain extent has managed to successfully integrate into Europe in cultural, economic and political terms, and what Kazakhstan certainly strives for, or the way of Azerbaijani, to which the Kazakh language is connected with ties of a shared cultural and historical past.

The paper explores the effects of multilingual reading with students studying several foreign languages. The importance of this study is determined by the search for better practices leading to the incorporation of all language experience of the students when proceeding with a new language. Multilingual reading is defined as a skill aiming at simultaneous perception and comprehension of several written texts in different languages translated from one authentic text. The aim of the paper is to demonstrate the potential of multilingual reading in the formation of metacognitive strategies of comparison, transfer and code switching in the process of studying French and English after Russian (the students‟ native tongue). The paper examines the causes of referring to reading as a universal language skill for the enrichment of the students‟ repertoire of multilingual activities; the goals of multilingual reading; existing approaches to reading in a foreign language which have led to the idea of multilingual reading. The conclusion is drawn that to implement multilingual reading a certain level of mastery of a language under study is expected. Multilingual reading is best for incorporating into the language teaching after second foreign language is introduced. This is the time when a student is considered to be a sophisticated reader in his / her native tongue and first foreign language. The main goal of multilingual reading is to form the students‟ metacognitive strategies of comparison, transfer and code switching. The most appropriate literary genre for starting multilingual reading is popular science. Relative simplicity of its structural organization allows the readers to comprehend its meaning avoiding difficulties of reading a work of fiction full of specific stylistic devices. Besides, popular science incorporates features of science, colloquial, journalistic and feature literature styles. All things considered, popular science becomes a universal tool of multilingual reading.

The article focuses on the problems of literary translation, mainly the problems of conveying the individual style of a young adult literature author. The relevance of this topic stems from the insufficient analysis both of the notion of the individual style itself and the interconnection of the individual style and the genre of a literary text. The paper discusses the core theoretical concepts of the individual style as well as the main characteristics of young adult literature, and examines the specific features of transfering the style elements of a young adult author. The paper is based on the novel “The perks of being a wallflower” (1999) written by an American author S. Chbosky, and its translation into Russian made by E. Petrova in 2013. The purpose of the research is to identify some dominant elements of the author‟s style and to evaluate the degree of their adequacy in the Russian translation. In the course of the study, the following problems of conveying the individual style of a young adult literature author were identified: a specific narrative structure, the usage of colloquial vocabulary; a number of specific syntactical stylistic devices. The paper examines a set of examples illustrating these features of the author‟s style and analyses their translation into Russian. The analysis reveals that the author‟s individual style is often not adequately transferred, thus, alternative variants of translation that convey the key elements of the author‟s writing style may be provided. As a result, a conclusion is made that the individual style of a young adult literature author has its own peculiarities, and its appropriate preservation requires not only a general understanding of the genre‟s specific features, but the skills of a linguostylistic analysis of the text and the ability to translate certain lexical means and stylistic devices that an author can use at all language levels.

The article considers the problems of conveying verbal means of expressing humour in translation taking the American comedy “Sixteen Candles” by John Hughes as an example. The comparison of the original and its three translations (two voice-over translations and subtitles) made it possible to analyse in detail the verbal and non-verbal means of creating a humorous effect in the film and assess their interpretation in Russian in specific comic situations. Furthermore, in some cases we offer our own translation solutions. The problem of conveying humor is still one of the most difficult problems in audiovisual translation; it is often related to specific cultural peculiarities reflected in the speech of the source language speakers and the speakers of the target language. The relevance of the paper lies in the need for further research on the means of creating humour and the problems of its preservation in translation. The goal of the paper was to study the verbal and non-verbal means of creating humour in a particular comedy film, as well as to analyse and assess the effectiveness of their transfer in Russian translations. The following methods of analysing the data were employed: comparative-contrastive analysis, linguistic analysis, lexicographic analysis, situational analysis and functional-stylistic analysis. The study revealed some losses in translation usually caused by unjustified lexical replacements (mainly generalization), a change in the word‟s register (for instance, using a neutral literary word for a slang word) and resorting to outdated vocabulary. Besides that, translators often ignore non-verbal, situational means of creating humour and their influence the verbal description of the situation.

The article examines Russian compound adjectives of the lexical-semantic group “time” and the corresponding lexemes in English and Spanish. The overall goal of this paper is to give a com- parative analysis of temporal adjectives-composites with a numeral component in the studied lan- guages. The work is relevant due to the theoretical and practical significance of analysing different- ly structured languages for promoting multilingual programmes in higher education institutions, in- cluding Udmurt State University. The main methods used in the study include corpus-based analy- sis and comparative analysis. The research materials include more than 500 lexical items. The ono- masiological analysis allowed to identify most common models of temporal adjective-composites based on the key differential features. In the Corpus-based analysis of the obtained material it was possible to define word compatibility, the frequency and the scope of use. The comparative analysis revealed universal and specific structural and semantic features of the temporal compound adjec- tives and their equivalents in the studied languages. Thus, in Russian and English there is a tenden- cy to actively use temporal adjective-composites that are identical in meaning and structure. In the absence of similar adjective-composites (a characteristic phenomenon for the Spanish language), the main means are analytical constructions and adjectives of Latin origin. In general, the choice of the numeral component is determined mainly by extralinguistic factors, namely: the established norms of financial law and labour, publishing standards, cultural interactions and ancient traditions.

The article considers the specificities of the co-study of languages and cultures, determines the relevance of this process in a language university. An attempt is made to define and describe the tipologies of principles for co-learning languages and cultures existing in intercultural language education. The paper presents an overview of the most popular, demanded, didactically rational and functional models of co-learning languages and cultures, developed by domestic reserchers in lin-guodidactics. From the conceptual point of view these principles constitute the metadidactic strategies for the process of co-studying native and foreign languages and cultures. A brief analysis of some principles revealed the need to clarify and supplement them in the process of teaching the Chinese language and culture in relation to the Russian and English languages and cultures. New comprehension of the existing principles of co-studying languages and cultures is needed due to the objective circumstances conditioned by the significant differences in the considered languages and cultures. At the same time, despite the differences between the languages and cultures it is possible to find some cases of didactic consensus between them. The principles of cognitive dialogue, active comprehension, information saturation and dialogue positioning, which promote the process of co-studying the three cultural and language systems may serve as methodology dominants in this educational situation. The authors give brief methodological recommendations regarding the organization of the educational process in terms of including the proposed principles into the intercultural and interlingual context.

The paper discusses three aspects related to the spelling and grammar of the Tatar verb: 1) the spelling of a number of "problematic verbs," about which various sources - popular translation and spelling dictionaries - give different indications (moH?pza 'muddy', myu(?pza 'freeze', mam?pza 'to overflow (about the river)', y6?pza 'absorb'; 6on?pzd 'go broke,' 6y^?PZ3 'divide,' Kon?pz3 'laugh,' Yn?P23 'die,' 3R?pzd 'hang'); 2) the existence of differentiating spellings confirmed according to lexicographic sources for some verbs and not confirmed for others; 3) the existence of two-base and variably two-base verbs and the definition of the exact composition of each of these verb groups. These aspects are relevant because they are inextricably linked with the algorithm for finding the base of the Tatar verb by its infinitive deduced by the author independently while working on writing a self-help guide of the Tatar language published in Kazan at the end of 2022. For the error-free functioning of this algorithm - both from the standpoint of a person studying the Tatar language as a non-native (who needs this algorithm) and from the standpoint of a computer program working with Tatar verbs - it is necessary to make it possible to carry any Tatar verb through it with an invariably correct result (for example, my^pza - mykon?pzd - kor-, uonKbipza - uonK-/uonwK- or uorkw-), and to achieve this, it is necessary to finally determine the spelling of "problematic verbs" and the composition of groups of verbs having two consonant bases (two-base verbs) and two consonant bases or one vowel base (variably two-base verbs). For this purpose, with the involvement of the resources of the Electronic Fund of Dictionaries and the Written Corpus of the Tatar language, a study which represents a scientific novelty was conducted and its results are presented below.

The article is devoted to the analysis of the video blog as a genre of Internet communication. The purpose of the study is to identify the communicative and pragmatic parameters of the natural sciences video blog. The topicality of the research is firstly determined by the characteristics of the Internet discourse as an active genre-generating space; secondly – by the intensive distribution of the video blog (a modern creolized text); and thirdly – by the lack of a scientific description of this communicative-discursive phenomenon. Various research methods were used, e.g. a complex linguistic description (generalization techniques, interpretation, classification of linguistic facts) and a linguopragmatic approach to the analysis of speech phenomena. The paper discusses the main features of the Internet discourse, genre specifics of the blog and its video content, in particular. The research material is presented by the creolized texts of the video blog “SuperCrastan” by Daniil Craster, which were published on the Youtube channel (52 units for the year of 2022). The communicative and pragmatic parameters of the natural sciences video blog are described at various levels: media, compositional and semantic, linguistic and pragmatic. At the media level, the text of the video blog is considered from the point of view of the degree of creolization, the dominant topic, the method of transmitting and creating the content, the structuring of the video blog: multimedia, hypertextuality, interactivity, synchronicity / asynchronicity of communication. At the compositional and semantic levels, the main types of the video blog are presented; the tendency to blending of types is noted. At the linguistic and pragmatic levels, the analysis involved: communication intentions, the strategies and tactics of their implementation; the speech peculiarities of the impact on the addressee at the phonetic-graphic, lexical and grammatical levels. The main result of the research is a comprehensive description of the communicative and pragmatic parameters of the natural sciences video blog. The research contributes to the development of the theory of Internet discourse in general and of its genre structure, in particular.

The paper addresses the problem of the metaphorical way in which new scientific knowledge is represented. Over the past decades, knowledge-based systems have emerged. The term ‘knowledge’ takes on a specific meaning associated with a certain form of the presentation of information. The question of representing knowledge becomes relevant in philosophy, psychology, linguistics, semiotics, logic, computer science, and in cognitive sciences focused on the study of human cognition. In modern linguistics, taking into account the fact that language acts as a link between the represented (what is represented) and the representing (how it is represented), there is a tendency to study knowledge through language as one of the most important components of all human communication and cognitive activity. The study of the representation of scientific knowledge in scientific texts allows to study the scientific text as a conglomerate of old and new knowledge, which is important for further scientific research, formulating new hypotheses, making assumptions about the translation of a scientific text. These ideas are of great importance for the process of translation. The prospects of the research are determined by the translator’s intentions to render as accurately as possible that most valuable intellectual content fixed and stored in the source scientific text along with meeting the requirements of scientific communication. The study attempts to analyse the nature of the representation of scientific knowledge in the scientific text, taking into account understanding of the features of the original text. The scientific text is aimed at transferring new knowledge, which involves the study of linguistic forms of its representation, including explicatives understood as the main form of such representation. The verbalised components of the new scientific knowledge are often metaphorical in nature. The article describes the semantic types of metaphorical explicatives that contribute to the transfer of new knowledge and represents them as one of effective methods of the formation of terms in modern English.

The article is devoted to the analysis of the conceptual component of the name of the concept “Nachhaltigkeit” on the basis of lexicographic sources. This concept is becoming increasingly popular in the German linguistic culture. Its popularity is due to the change in the socio-economic para- digm in Germany and other countries of the world. Concept names (Nachhaltigkeit/nachhaltig) are often found in various discourses (political, economic, advertising, etc.). The study within the framework of this paper included the analysis of the concept name’s definitions, its synonyms, compound lexemes with the component -nachhaltig and the identification of conceptual features. The analysis was based on the most popular German lexicographic sources. The article also provides an analysis of the approximate analogues of the name of the concept in English (sustainable / sustainability) and Russian (ustoychivoye razvitiye) from the point of view of the conceptual component. Similarities and differences are revealed. The article lists the conceptual features of the concept, gives a generalized definition of the name of the concept in the German linguistic culture.

The paper considers the polysemy of the image of Russia in N. V. Gogol’s “Dead Souls.” It is a new angle of research; its relevance is connected with the reception of the category of church construction allowing to see new characteristics in Gogol’s poetics. The objective of the study is to establish a link between the category of church construction, which manifests itself in the church symbolism, and Gogol’s text poetics. The research methodology presents an attempt to study “Dead Souls” in the context of the Orthodox tradition. On the external pictorial plane, appears the image of Russia, seen by Chichikov. This is the image of provincial Russia, striving to copy “enlightened” Europe, therefore it appears as its counterpart: now as pseudo-Russia, then as pseudo-Europe. A hotel and a tavern are placed in the foreground in Chichikov’s provincial Russia. Chichikov seems to consciously avoid meeting the real Russia, the symbols of which are the church space, its living soul, embodied in nature, songs, and the Russian language. During the travels through the estates of landowners, the image of this caricatural Russia is overgrown with the motifs of vulgar fashion, vulgar art, caused by the imitation of Europe. The anti-aesthetics of a still life in the poem is intended to symbolise the world of the death of the human soul. The growth of infernality is manifested in the motifs of exaggerated physicality in the paintings in the estates of the landowners, in the organisation of their environment. On the outer plane “Dead Souls” act as a guide to the world of death, in which a person with a dead soul is able to reproduce only a similar dead culture. The image of St. Petersburg Russia in the story about Captain Kopeikin appears as if in a kaleidoscope of illusory images: like Semiramis. Persia. America, India. Genuine Russia is manifested in the inner plane of the poem, in the author’s outlook. Its symbols are the language itself, in which culture is created, the Russian spirit, reflected in the songs, the beginninglessness and infinity of Russia, expanding to the vast Universe, heeding Its Creator.

The development of learners’communicative competence is the main goal in foreign language teaching. Numerous domestic and foreign researchers have noted that using poetic texts in foreign language teaching contributes to the development of four language skills: listening, reading, writing, and speaking. Our dissertation research focuses on the use of poetic texts in the Russian language teaching at secondary schools of the Czech Republic. This paper presents the results of a pilot study conducted in April – October 2021. The purpose of the study was to test the appropriateness of the data collection tools. The pilot study consisted of a semi-structured interview with a secondary school teacher who used poetic texts in his teaching practice, and a structured observation of his lessons. It was discovered that the chosen data collection tools were selected appropriately, as they lead to answering the main research question: how poetic texts are used to develop communicative competence in the Russian language teaching at Czech secondary schools. The interview with the chosen for the pilot study teacher and the observation of his lessons led to the conclusion that using poetic texts in Russian lessons helps to develop monologic and dialogic speaking skills, it also helps to develop listening and reading skills. It also helps to enlarge the learners’ vocabulary. The use of poetic texts gives an opportunity to work with various grammatical and phonetic phenomena in a creative way; it is also one of the ways to introduce the learners to the culture of Russia. The frequency of the inclusion of poetic texts in the lessons is influenced by the school curriculum, the chosen textbook, the characteristics of the class and motivation of the learners.

The paper presents the results of an interlanguage study of the semantics of the word “house” in the minds of speakers of the Udmurt and Tatar languages. In psycholinguistics the associative field (AF) of a word is treated as a verbal model and a tool of accessing the content and structure of the word meaning, which is regarded as a communicatively relevant part of the concept. It is important to note that the meaning of its semes conveys the cognitive features and components that form the concept, but this is always only part of the semantic content of the concept. The novelty of studying the semantics of a word in this perspective is determined by the fact that such comparative studies with native speakers of the Udmurt and Tatar languages have not been conducted before. The aim of the work is to identify universal and national-specific features in the content of the associative field of the Udmurt lexeme KORKA and the Tatar lexeme YORT. The features of the semantic structure of the correlative words in the studied languages are revealed. The study showed that the real meaning of the word in the minds of people is much broader, more voluminous and more diverse than the meaning presented in dictionaries, and it includes both emotional and evaluative characteristics and vital values of peoples. The purpose of the article is to demonstrate the practical possibilities of using one of the effective ways to study the semantics of a word by its associative field and to show how this approach can be used in interlanguage research. The main method of research is an associative experiment, as a result of which the researcher receives a set of verbal reactions that form the associative field of the word. In the course of working with the AF, the method of comparative semantic analysis and the method of analysing dictionary definitions were used. The article analyses associative fields, identifies quantitative and qualitative parameters of the content of the AF of the studied stimuli, defines the main ways of identifying the meaning of the word by the participants of the experiment. Quantitative analysis of the material revealed that native speakers of the Udmurt language are distinguished by a high level of stereotypical responses, the presence of reactions in the Russian language. The AF received from native Tatar speakers is much broader due to the wide variety of individual reactions. Both groups recognised the proposed stimulus mainly through paradigmatic type reactions. The main ways of identifying the word turned out to be universal and manifested through reliance on a mental image or representation and emotional-evaluative connections with the stimulus word.

Ch. Bronte‟s novel “Jane Eyre” keeps drawing the attention of readers, scholars of literature, translators and translation researchers for many years. Several translators and translation theorists have already devoted their studies to the comparative analysis of some aspects of the existing Russian translations of the novel. However, the variations in portraying the main character – Mr Rochester – become the focus of a study for the first time, which makes the present paper relevant. The study aims at comparing two translations made by V. Stanevich and I. Gurova from the point of view of the linguistic means employed by translators to reconstruct the image of the main character. An attempt is made to describe the differences in translations and explain their reasons. The study shows that the translations discussed differ in the following aspects: portraying of the character‟s appearance, reproduction of his speech style, description of the man‟s emotions, reactions, and evaluative statements about the people surrounding him. The conducted comparative analysis allows to conclude that in V. Stanevich‟s translation the hero seems to be more attractive both in appearance and in his inner world. Mr Rochester in I. Gurova‟s translation is not so handsome, he is more critical of others; the range of his negative characteristics is much wider. The quotations from the English poetry and the French language elements in Mr Rochester‟s speech are fully represented in I. Gurova‟s translation, while in V. Stanevich‟s translation they are partly omitted. The study also revealed some other differences. Both translators sometimes resort to literal translation; however, I. Gurova is more likely to emphasize negative connotations, while V. Stanevich prefers a more positive colouring. Both translators sometimes deviate from the original in conveying either the denotative meaning of words or their connotations. There are instances of choosing different meanings of polysemantic words. In our view, the comparative analysis of two or more translations of the same work of literature may contribute to translation theory and present an interesting linguistic material for teaching literary translation.

With rapid globalization, local languages give way to English as the only international language. Despite the principles of multilingualism and multiculturalism declared by all members of the European Union, the number of people speaking minority languages is decreasing. National languages also become affected. This applies fully to what is happening in Russia, including Udmurtia. The section of the paper “Journey to multilingualism (from the Udmurt language to multilingual education at Udmurt State University)” describes how research in network interaction associated with the promotion of multilingualism in the education system developed. Long practical experience shows that a serious problem for teaching native and foreign languages is the lack of integration, which serves as the basis for multilingual education. With integration, it takes less time to learn a new language compared to the previous one. Researchers believe linguistics to be the weakest link in the resource provision of multilingual education (co-learning of languages and related cultures). To resolve this issue, Udmurt State University conducts innovative practice-oriented typological studies of multi-system languages: local (Udmurt, Tatar and Russian) and foreign (English, German, French, Spanish, Italian, Finnish, Hungarian, Chinese, Serbian, Polish and Czech). The research resulted in theses and monographs investigating ancient and modern languages, as well as multilingual dictionaries and textbooks focused on multilingualism, which are used to teach languages and cultures. Journey to multilingualism involves reflection about the life of people and languages in different eras. What does „mother tongue‟ mean? Which language to choose? Why learn languages? Should we purify languages? And so on. Many questions do not have the right answer. Nowadays, it is especially important to be aware of the rapidly changing language situation in the world. Not only the future of minority languages in Russia, but also the future of the Russian language itself, the language that unites both different ethnic groups living the country and the peoples of the neighboring states is giving serious cause for concern. One thing is definitely clear: the diversity of languages and cultures is the only way for the intellectual and emotional development of humanity.