Keyword: «языковая картина мира»

The article examines the dominant features of V. Ya. Wulf’s idiostyle, which distinguish the semantic-stylistic and pragmatic-evaluative content of his reviews and critical works. Research attention to the features of V. Ya. Wulf’s idiostyle allows understanding the dominant features and characteristics of the author's linguistic worldview.

The article investigates the impact of Slovak-Russian bilingual education on the formation of students' linguistic worldview in Slovakia. The relevance is driven by the need for multilingual professionals in the context of globalization. It examines the theoretical foundations of linguistic worldview and bilingualism, as well as the specific characteristics of bilingual grammar schools in Slovakia. The study analyzes how instruction in Slovak and Russian contributes to the expansion of linguistic awareness, the development of cognitive flexibility, and intercultural understanding among students. It describes the pedagogical approaches used to foster bilingual competence and broaden perspectives. The conclusion highlights the effectiveness of bilingual education in modeling a multifaceted linguistic worldview necessary for successful communication in a multicultural world.

The article is devoted to the study of the national mentality’s peculiarities of the Russian and English ethnic groups. Folklore with a special national flavor is considered to be the most important way to demonstrate the cultural and socially significant life of any ethnic group. The fairy tale is a mirror of the national mentality of its people, reflecting its unique worldview and cultural ideas.

This article explores the problem of defining the concept of "linguistic picture of the world" as a cultural and linguistic universal. The fact that different peoples view and perceive the world around them in their own ways is taken into account. This perception is manifested in a language that captures the particularities of worldview and consolidates socio-historical experience.

The relevance of the research is due to the presence of clip-based thinking among the modern generation of school students. This type of thinking is characterized by a superficial and fragmentary perception of information. Moreover, the linguistic picture of the world for modern schoolchildren is changing as a result of the digital transformation taking place in society. All this makes it particularly important to form a holistic view of language as a single system in which linguistic units of different levels function. The aim of the study is to determine the methodological potentials of using a new type of tables in Russian language lessons in high school – comparative categorical–level tables (CCLT), worked out in line with the ideas of M.T. Baranov for the practical implementation of the approach "from extra–linguistic realities to linguistic means" with generalizing repetition. The paper analyzes the views of scientists (philosophers, psychologists and educators) on the role of categorization in the process of cognition. A set of analytical methods was applied: analysis of scientific literature, analysis of regulatory and legal documentation (Federal State Educational Standard for General Education) and definitional analysis. It has been established that CCLTs have a triple function: they serve to compare language categories and identify dyadic relationships between them, clearly demonstrate a wide range of linguistic manifestations of each category at different levels of the language system, and also reflect the general level structure of the language, visualizing its stratification organization. This makes them an effective tool for systematizing knowledge at the final stage of schooling. Specific examples of tables are presented, as well as a set of tasks developed on their basis that enhance their methodological value. The theoretical significance of the research lies in the systematization of ideas about categorization in relation to the method of generalizing repetition in Russian language lessons in high school. The practical significance is confirmed by the compliance of the comparative categorical-level tables with the requirements of the Federal State Educational Standard for General Education and methodological recommendations based on the analysis of the results of the State Final Certification of previous years, as well as the provision of convenient didactic tools, including tables of this type and a set of tasks developed on their basis for the implementation of generalizing repetition.