Ключевое слово: «comparative analysis»

Modal verbs are a significant part of English grammar. The use of modal verbs varies between British English and American English. These differences may influence both spoken and written communication, especially in informal speech. This article examines the similarities and differences in the use of modal verbs in contemporary spoken British and American English, using authentic interview material from native speakers Tom Holland (British) and Zendaya (American). The results are described based on the analysis of modern speeches and structured according to their frequency and semantic function. The study highlights how modal verb usage reflects broader cultural and stylistic tendencies in spoken English.

This work aims to determine how a glossary with adjectives for describing characters from Roald Dahl’s story "Charlie and chocolate factory" helps students A2-B1 level create clear and colorful descriptions of the heroes of the work.

The article presents a comparative analysis of scientometric indicators of final qualifying theses (FQT) of psychology students from two federal universities – North-Eastern Federal University (NEFU) and National Research Tomsk State University (NR TSU). The aim of the study was to identify regional features of the development of psychological science through the assessment of student research works. The sample consisted of 60 final theses (30 from each university), analyzed according to several criteria: the structure of reference lists (types and year of publication of sources), the nature of topics (fundamental/applied), and the type of experimental design used. The results revealed systemic differences. NR TSU students more frequently rely on "full-length" academic sources (articles, dissertations) and more recent literature, and also demonstrate greater diversity in the use of complex experimental designs, including the search for cause-and-effect relationships. The works of NEFU students show a balance between academic and educational-methodological sources, with a predominance of descriptive and comparative designs, reflecting the applied and regional specificity of their training. The hypothesis about the reflection of students' scientific activity in the Russian Science Citation Index (RSCI) was not confirmed due to the lack of available data. It is concluded that the analysis of student works is an informative tool for assessing regional scientific traditions. Recommendations are proposed for developing students' publication activity and improving methodological training.