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This article explores the multifaceted nature of “The British Identity” within the context of political discourse, focusing on its representation in The Guardian newspaper. The aim of this study is to investigate the content specificity of the concept and its transformation under the influence of socio-cultural and extralinguistic factors. Through a qualitative analysis of selected articles from The Guardian, the paper examines the linguistic units used to represent the British identity and the evaluative nature of their expression. The study adopts a conceptual framework that considers the British identity as a political and cultural concept, susceptible to diverse interpretations and judgments within the ideological context. By employing a content analysis approach, the research reveals the tensions arising from the attempt to cater to both conservative and progressive factions of the UK society. The findings indicate that the representation of the British identity in The Guardian is influenced by socio-cultural factors, reflecting the evolving dynamics of British society. The analysis highlights the presence of evaluative expressions, reflecting the conceptual domain’s evaluative nature and its connection to political and cultural debates, particularly those concerning multiculturalism. While the study predominantly relies on articles from The Guardian, it acknowledges the need for broader source diversity to capture a more comprehensive understanding of the British identity. Moreover, the paper suggests that further research in this field holds promise for exploring the evolution and adaptation of conceptual domains in an ever-changing world. This study contributes to the existing body of knowledge by shedding light on the complex and evolving nature of the British identity within political discourse. The research serves as a foundation for future investigations into the concept of identity and its representation in professional media outlets, and its implications for social cohesion in diverse societies.

The article aims to study the usage and influence of expressive syntax within a variety of culture-related articles featured in contemporary Australian digital media. Leveraging textual analysis on online articles sourced from prominent Australian newspapers such as “The Sydney Morning Herald”, “The Alice Springs News”, “Katherine Times”, and “The New Daily”, the research provides insights into the frequency and novelty of expressive syntactic elements employed within. Particularly prevalent techniques, such as parenthetical inclusions, interrogative sentences, elliptical, nominative, and parcelled constructions, are thoroughly examined for their expressive potential. The study offers a comprehensive breakdown of these syntactical elements, highlighting key types, delineating their general attributes, and enumerating the specifics of their implementation within the researched texts. It especially highlights the frequent interaction of various expressive syntax within single sentences, proposing that this phenomenon increases the techniques’ effectiveness. Furthermore, the study explores the amplification of expression through the usage of specific punctuation marks, including quotation marks, dashes, colons, brackets, semicolons, and ellipses, each undergoing a thorough analysis for potential effect. In summarizing the principal outcomes of the research, the study asserts the significant role of expressive syntactic techniques in crafting engaging and impactful cultural articles within modern Australian media.

The use of contrastive analysis as a linguistic research method is effective at all language levels, especially at lexico-semantic and lexico-phraseological levels. Zoonymic images fixed in the language are associated with national and cultural stereotypes, value standards, which testifies to the individuality of the figurative thinking of speakers of the language, as well as to differences and similarities of language worldview. The article presents a contrastive analysis of the linguocultural connotations of zoonymic images in English, Ukrainian, and Russian proverbs. In the analyzed languages, the imagery of the proverb with a zoonymic component is formed by two main ways: as the figurative meaning of the whole sentence with the direct meaning of its component parts; as the figurative meaning of the parts of the sentence with the figurative meaning of the whole sentence. The following types of formal similarities and differences in English, Ukrainian, and Russian proverbs with a zoonymic image are identified: full logical and figurative similarity; logical and figurative similarity at the level of the whole statement and differences at the level of words; identity of logical meaning and complete difference in imagery; similarity of imagery and differences of logical meanings. Similarities and differences in zoonymic imagery are explained by a number of reasons: differences in folklore imagery system; differences in the national and cultural systems, which are reflected in proverbs; borrowing images from well-known religious or literary texts; typological and areal similarities and differences of the figurative systems. In various languages, the symbolic meaning of zoonyms is based on the importance of a certain animal, bird or insect in economic activity, in social and everyday life, in the mythological and religious worldview of the people. Specific examples (bull / ox; бик /віл; бык / вол) show that zoonymic images in different languages can completely coincide in their semantic meaning, be similar, or completely different. Zoonyms are formed according to mental patterns based on metaphorical transference and have evaluative and linguocultural connotations.

This research is carried out within the framework of cognitive linguistics and is devoted to the problem of interrelation between the language and spatial perception of the surrounding world. It aims at identifying how spatial characteristics of an object and further cognitive processing of spatial experience affect the meaning of phraseological units. The study focuses on English set expressions with the word head. Due to the fact that human perception is anthropocentric, the head as a vitally important part of the body serves an essential reference point in space orientation. English phraseological units show that in statics, the human head is perceived as the upper part of a vertically oriented body. In dynamics, it is viewed as its upper-front part. The idea that the head has a round shape is also reflected in the English phraseology. Cognitive processing of spatial characteristics of the human head makes it possible to apply this word in reference to the top part of inanimate objects. And metaphorical transference allows to describe non-spatial, for example, social relations in terms of spatial ones. Studying the manifestation of spatial experience in the language helps to clarify complex interconnection between different elements of human cognition.

The purpose of the present study was to examine Iranian university students’ attitudes toward the US government and the English language in the Trump era. For this purpose, 359 Iranian university students who were taking general English courses took part in the study and completed two questionnaires measuring their attitudes toward the US government and the English language in the Trump era. The results of the study indicated that Iranian university students did not have favorable attitudes toward the US government in the Trump era, while their attitudes toward the English language were more positive. Furthermore, we found that demographic information, including gender, field of study, educational level, and economic status could affect the attitudes toward the US government and the English language. We also found that participants with higher English language proficiency levels had more positive attitudes toward the English language. Finally, findings were discussed, and directions for future research were recommended.

The article singles out the semantic and linguo-cultural specificities of the use of “metallized” colour names in English fairy-tales. The nomination of the colour “metallized” continuum of the English fairy-tale discourse is carried out through the verbalization of the colour of precious metals (gold, silver), non-ferrous metals (iron) and alloys (bronze). “Metallized” colour names reveal a limited position – 12 units. Lexical units golden, silvery, bronzed are the most general designations of the metallic colours within the ancient English worldview. The color of gold – golden – dominates as hierarchically the most significant one. English fairy-tales represent a wide use of “metallized” colour names within the NATURE, HUMAN BEING and SUPERNATURAL domains. “Metallized” colour names join such thematic groups, as FAUNA, FLORA, NATURAL PHENOMENON (within the NATURE domain), APPEARANCE, ACTIVITY, ARTEFACTS (within the HUMAN BEING domain) and APPEARANCE (within the SUPERNATURAL domain). “Metallized” colour names are indirectly related to colour explication. The lexical units conveying “metallized” colour designations are characterized by part-ofspeech heterogeneity, simple / complex structure of constituents, the presence of an identifier of a qualitative feature and shading semantics, axiological marking, the unproductiveness of the formation of diminutives, the presence / absence of a non-colour component, the presence / absence of signs of radiance and shine.

The article is devoted to the usage of video materials as an innovative way of learning and teaching contemporary foreign language, particularly slang. The article is aimed at studying and defining the ways to use films and series at the English language lessons effectively for the purpose of enlarging students’ vocabulary with the words and phrases of colloquial speech. The article is based on various works on this issue, for example the works of L.V. Sadovina, N.S. Savitskaya, D.M. Chun, J. Sherman and others. It dwells on the prerequisites of involving video into the studying process, defines the advantages of learning by means of films and series, specifies the criteria of film selection and the stages of the studying process involving films and series. The problem of the absence of slang words in textbooks is discussed and the necessity of including slang into language learning is highlighted. Films and series are viewed as the unique authentic materials in which slang is widely represented. The importance of comparing neutral words and synonymous slang is emphasized. The peculiarities of the work at each stage are exemplified by the tasks to the TV series «Gilmore Girls». As a result of the research we can conclude that a film is an effective and entertaining way of learning contemporary spoken speech. The scientific novelty of the research is manifested in focusing on slang as a feature of the modern English language and also on video as the means of learning slang and thus increasing students’ vocabulary, quality of comprehension, the ability to differentiate styles and usage peculiarities. The article is of particular interest to the teachers of foreign language at higher educational establishments or high school.

The article sheds light on some of the new developments in English under the influence of the COVID-19 pandemic: namely, various types of neologisms, which have appeared over the past year and a half. The paper offers an overview of these new formations, supplemented by discourse analysis. The study is based on the material gleaned from online editions of The Economist newspaper, with the examples selected using the method of continuous sampling. Research results indicate that the majority of neologisms are portmanteau words; however, abbreviations, compounds and new coinages referring to people’s work arrangement are also encountered. In addition, some data on the increase in dictionary searches for words connected with the pandemic are adduced. COVID-19 has boosted the capacity of the English language for expanding its vocabulary, and the changes brought about by this process should be thoroughly studied and understood.

Изучение истории возникновения и развития английского языка представляет собой сложную, но крайне интересную задачу. Найти первоисточник, объясняющий появление того или иного слова, проследить этапы изменения лексической единицы, а также варианты использование в речи было и есть первоочередной задачей лингвистов.Статья посвящена обзору некоторых словарей английского языка, которые могут являться источниками для изучения истории английского языка. Даются пояснения о том, что можно извлечь из изучения ранних словарей, а также о развитии, современном состоянии и возможном будущем научной исторической лексикографии английского языка.Независимо от того, какой формат приобретут словари со временем, они останутся одним из важнейших источников получения информации о происхождении слов и развитии языка.

Developing ethnocultural competence by teaching a foreign language is considered to be a contribution to ethnic identity development that is the aim of ethnic socialization process. The present article describes the content of the English language teaching in the process of ethnocultural competence development. Thematic and procedural aspects are distinguished. Each one has a complex nature and contributes to profound considering ethnic related information by Kalmyk students at high school.

The translators of fiсtion, drama and poetry from Russian into English have to render the Russian vision of foreigners while representing some literary characters. According to a time-honoured pattern foreigners have been depicted more often in a comic or humorous way. In Russian classical literature, in humorous context authors tended to embody the traditional stereotypes of foreigners, sometimes incorporating the ethnic nicknames which had been created long before the epoch of political correctness.

The article belongs to the field of ethnogrammar, a branch of linguistics founded by Anna Wierzbicka, and the main goal of which is the reconstruction of cultural specificity on the basis of grammatical analysis. The analysis of grammar in the ethnocultural aspect enables us to reveal the ethnocultural factors which might have served as the backbone of certain grammatical categories or might explain the grammatical changes happening here and now. The aim of the article is the analysis of the category of voice in the ethnocultural aspect and elucidation of the ethnological factors which determine the choice of voice forms in various types of discourse. The choice of this category as the object of study is determined by the fact that it presents one of the most culture-sensitive categories and it reflects most fully the specificity of the nation’s mentality, its cultural values as well as the specificity of communication ethnostyle. The author shows the evolution of views on the essence of the category of voice in the context of changing paradigms of scientific knowledge, presents the essence of voice relations viewed from the functional and cognitive-discursive points of view and attempts to elucidate the ethnocultural factors which determine the choice of both categorical and noncategorial voice forms in various types of discourse. One of these factors is the ‘doing’ type of Anglo culture, and especially American culture in which a human being is presented as an active agent, a creator of his/her destiny and it finds reflection in the language consciousness and in the language units, including the choice of voice forms. Among other important factors which determine the necessity and expediency of using the passive constructions the author points out the following:a deliberate wish not to point out the agent of the action in accordance with the politeness principle;an attempt to avoid responsibility for one’s actions; 3) the intention to impart a generalizing meaning to one’s own opinion by disguising it as a general rule. All this enables the author to make a conclusion about the significance of discourse culture for the realization of voice forms as well as about the discourse variability of voice functions.

The article views two historically interrelated phenomema, interconnection of which has continued for 900 years (since the Norman conquest of England until the end of the World War II), which are anglicization of the French language and gallicization of the English language. The aim of the article is to reveal and demonstrate the development of linguistic research, resulting in contemporary studies of anglicists and experts in the field of the French language studies, on the origin of English and French vocabulary, and also to present and compare quantitative characteristics of English loanwords in French and the number of English words ascending to French and Latin. These two typologically distant languages are united by the words of Latin origin, however, in case of the English language it’s more precise to talk about the words of Latin and French origin 85 % of vocabulary), while in case of the French language it’s about 80 % of vocabulary ascending to Latin. The authors of the article note that the history of formation and long-term coexistence of the English and French languages has no equivalents in the evolution of the world’s languages. Two powerful and beautiful languages has developed on the basis of one another, so nowadays there are no reasons to tell that one of them is more prestigious than the other and that one of them is losing its national identity. Each of the languages viewed has substantial intralinguistic resources to preserve its peculiarity: “the most ungrateful daughter of Latin”, the most Germanic of all the Romance languages and the most “Mediterranean” Germanic language.

The article analyses various ways of representing homonyms in different types of dictionaries of the English language (bilingual and monolingual). The author considers the influence of these representative methods on students’ perception of homonyms; studies various structures of dictionaries and reveals the lack of integrity in representation of homonyms regardless of the type of a dictionary (English- English or English-Russian) and its intent (educational or explanatory). The carried out experiments (free associative experiment; insertion of homonyms in a context) with high school students in a school with advanced study of English showed that even pupils who are good at a foreign language often don’t distinguish homonymy from phenomena related to it, such as polysemy.

The author presents a review of her professional experience in developing and implementing English language curriculum in the training of consultant-translators in Humanities. She focuses on a number of particular problems of adjusting the basic principles of PFUR's translator-training tradition to the present-day requirements and the possible ways of their solution.