Marina A. Ananyina

The article deals with the issue of linguo-cultural language pedagogy, within the frames of which it is highly urgent at the present time to model the cultural language identity of learners of the language. This trend is relatively new and insufficiently developed. Nevertheless, the relevance of teaching the linguo-cultural aspect of linguistic identity is supposed to be indispensable, imminent and vital. The author of the article proposes one of the feasible approaches within the constraints of culture-bound FLT&FLL concepts in modern Language Pedagogy, that is, the approach of teaching high school students the basics of text interpretation of a literary text with the help of allusive names at the English language lessons in groups with advanced study of English. The purpose of the paper lies in the theoretical analysis of scientific works on the issue of peculiarities and aims of the secondary language identity formation, modes of its development on the basis of interpreting activity while studying a literary text containing allusive names in a foreign language, and grounding the possibility, regularity and expediency of using the approach offered. The leading methods in the research of the given problem are the person-centered approach, the theory of secondary language cultural identity, the activity-based approach and also the communicative approach accepted in contemporary Language Pedagogy. The author of the article considers the benefits of implementation of the methodological approach of learning allusive names while interpreting a fictional text in teaching English to high school students in classes with advanced study of English in terms of second language cultural identity development as compared to traditional practices of teaching reading skills. This technology facilitates the harmonious development of second language cultural identity which contributes to successful communication in the process of intercultural interaction in a foreign language. Teaching the interpretation of a literary text has a classical algorithm of work with the text, including pre-reading, while-reading and post-reading tasks. Then, when working on allusive names, it is necessary to use commentary, various language search exercises to fill in tabular data with encyclopedic information correlated with allusive names, as well as activity-based interactive exercises in the form of role-playing games, games such as "Auction", training by "stations". At the final stages it is recommended using searching and heuristic methods, such as the method of projects (group and individual), drawing up a route of heroes' movement in the work of literature, blogging on behalf of the hero, communicative tasks in the form of situational dialogues on the material of the interpreted text.

The article deals with the problem of language ego, which is being actively developed in modern language education. This problem is a topical issue in connection with the fact that at present time of active intercultural communication and interaction between people there arises a problem of teaching a foreign language with a view to perform work and study activities within a designated period, and reaching concise and gaugeable level of well-formedness of skills, including extensive intercultural skills. It is necessary to build up such a methodological system which will allow both sides of the process of education to construct a language ego of the students at the level of linguocultural competence and make a reality of the linguocultural approach in education which is of primary importance at the present time. The theory of language ego makes it possible to build up such a system of methods. The goal of the article lies in the theoretical generalization of scientific works devoted to the subject of language ego and in the development of aspects of its study, the provision of a rationale for the potentiality and necessity of working out elements of a system of methods of developing a linguocultural aspect of language ego on the basis of allusive names. The leading methods of the study are the theory of language ego, thesaurus and conceptual view of the world and the communicative activity-oriented approach, widely used in contemporary Russian and foreign language education. The author of the article makes generalizations about the three-stage structure of a language personality, about the possibility of study of language ego aspects and peculiarities of the developing of a linguocultural aspect of a language personality. As a result of the study the author poses a question of the possibility of the elaboration of the system of methods of teaching linguocultural competence of language ego. On the basis of analytical generalization of the selected corpus of allusive names from the classical and modern English literature the author comes to the conclusion that it is possible to regard allusive names as presuppositions, that is the units of teaching and learning a foreign language at different levels of language ego. Academic value of the article lies in the fact that it contributes to the development of the language ego theory, practical relevance of the research consists in the possibility of using its results in the process of teaching English to senior high school students and at the faculties of foreign languages. The academic novelty of the paper lies in the fact that the author presents theoretical grounding of accentuating a linguocultural aspect of language ego and the possibility of building up a system of methods of its formation drawing on the corpus of allusive names selected from classical and modern English literature.

The article is devoted to the analysis of functioning of allusive antroponym stylistic device in a literary text based on the novel “My Son’s Story” by Nadine Gordimer. The study is founded on the theoretical theses proposed in the works of V.I. Suprun, A.V. Superanskaya, N.V. Vasylyeva, Yu.A. Karpenko and other scholars. The author of the article analyses and systematizes the classifications of personal names available in philology. It is offered to regard the text-forming and stylistic functions as the leading ones. The text-forming function is manifested in the text unfolding, irradiation of the name in the context, in the deep elaboration of the author’s ideas in the creation of characters’ images. The stylistic function reveals itself in the appeal to emotive, expressive and evaluative shades of meaning of the allusive name by way of activation of eternal senses of such respectful references as Biblical, Greek-Roman and Shakespeare allusions.

The article is devoted to the study and analysis of functioning of allusive antroponym as a stylistic device in a literary text of Charles Dickens's novel “Dombey and Son”. The article proposes to consider allusive antroponym as an implicate within the framework of language personality theory, developed in the works of V.N. Telia and Yu.N. Karaulov, and a communicative approach to the literary text analysis. This point of view allows us to take a fresh look at the stylistic device of allusion and its role in a literary text, namely, as a structure that realizes content-conceptual information.