The issue of international migration in Slovakia was not a topic of public discussion until 2015. A major change in migration discourse can be observed only after the mass migratory processes in 2015, a few weeks before the Slovak parliamentary elections. Just before the elections, politicians had also noticed these processes, putting the spotlight on migration, which became a frequent priority topic of electoral campaigns for several weeks. Our aim with this paper is to answer a question of how Slovak politicians, who had ignored this topic for many years, dealt with the issue of international migration since 2015 and which aspect dominated the emerging migration discourse. We came to the conclusion that Slovak politicians tackled the issue almost uniformly, regardless of their ideological beliefs or coalition-opposition framework. Most politicians presented migration as a threat. In addition to the securitization of migration discourse, we also observe a gradual shift in the understanding of the term migrant. Until 2015, the naming of the particular actor of migration processes was generally understood to be neutral, yet since 2015 the term has acquired a strong negative connotation.

The goal of this article is to analyze the principles and methods of using the precedent semantics of literary onyms in the process of metaphorization of the high-profile international event Brexit in contemporary (2016–2021) Russian-language media discourse. The research material encompasses media discourse, from which fragments of online versions of Russian-language newspaper and journalistic texts of different genres and socio-political orientation have been selected. As an additional source of empirical material, the author uses the newspaper subcorpus of the national corpus of the Russian language, as well as the Russian-language subcorpus of the international databases Eastview and Aranea. In order to achieve the main goal of the research the author uses the method of continuous sampling, methods of corpus linguistics, methods of content analysis, as well as narrative and contextual analysis (of fragments of media discourse), linguocultural analysis of texts, methods of conceptual analysis and interpretation. Thanks to the use of methods of corpus linguistics, more than 400 contextual realizations of the use of precedent names in connotative metaphorical meaning (in connection with Brexit) have been collected and analyzed. The article presents only the most expressive and most common examples of metaphorization of precedent names when describing the discursive event of Brexit. On the basis of the analysis, the author concludes that the so-called universal-precedent phenomena (mainly of English but also European literature) prevail in the process of metaphorization compared to those of Russian literature, which are extremely rare. In the paper’s study, the author also focuses on the fact that precedent names in the process of metaphorization undergo desemanticization (simplification of the meaning) and become distinctive cultural stereotypes. Initial hypothesis that the intertextuality of the Russian media discourse has a pronounced literary-centric character is confirmed.

The article is focused on the diversity of literary discourse which is viewed through the prism of “the internal life of the text” and is considered as a dialogue within “the life and power” of the language. As an object of interdisciplinary scientific research literary discourse is perceived as a complex metalinguistic phenomenon, which is inherently dialogic in its character and able to generate certain reality in which modern human beings live and act. In the triad “discourse – language – language personality” the median marker is viewed as “the house of being” (M. Heidegger), “the spirit of the nation” (W. Humboldt), which allows for the understanding of flickering ideas standing behind the creativity of a modern poet.
This paper provides the interpretation of the linguistic dynamics of textual space as one of the possible methods of understanding “the life and power” of the text, which helps to objectively represent the notion of “language as the house of spirit” and the spirituality of modern poetry.
The purpose of the article is to study the discourse of a literary work of art as a cognitive dialogue about “language as the house of spirit” and reveal the dynamics of “the spirit” within “the soul of the text”. It should be underlined that the multidimensional character of literary discourse provides for several levels in studying a literary text:
Level 1: “the text and the reality”;
Level 2: “the text and the language”;
Level 3: “the author and the text”;
Level 4: “the reader and the text”.
The research is based on the analysis of the poetic essays by Tamara Sokolskaya – “The Honesuckle” and “Poetic Ariozo. G#HF#E”.
The methods employed in the paper include modeling and interpretation of the linguistic dynamics of the textual space, contrastive and synergetic analysis of the “life and power” of the text and the method of conceptual analysis.
The findings of the research comprise the following the results:
1. Literary discourse is specific in its multidimensional character and the variety of expressed ideas, which sets it apart from other types of discourse;
2. This multidimensional character of literary discourse reveals the complexity of the spiritual life of the author of the text.
3. The synergy in the dynamics of textual units demonstrates spiritual content of modern poetry which exists at different levels of consciousness.
4. Literary discourse serves as the material realization of the spiritual energy of a person.
5. Literary discourse should be viewed as a cognitive dialogue about “language as the house of spirit” which reveals “the dialectic of the spirit” of the author and the dynamics of “the life and power” of the text as a multicultural language code representing the spiritual energy of the nation.

The research is aimed to determine how the mosaic thinking of the younger generation affects the process of translator training. Development of the mosaic thinking results in the need to solve new tasks by translation teachers. They include: to teach students how to determine the communicative task of the source text, or ST; to teach students how to analyze the logical structure of the ST; to teach students how to determine the relevance of specific linguistic units used in the ST with due account of the text’s logical structure; to teach students to doubt their interpretation of the ST; to teach students to produce a logically coherent text in the target language. To solve the tasks, a comprehensive system of actions must be designed. The aim of the system is to make students’ thinking more professional, i.e. to transform the mosaic thinking into the professional translator’s mentality. The conclusions are based on the analysis of the provisions voiced in the research of the mosaic thinking from the philosophical, psychological and pedagogical perspective as well as on observations of how translation is taught in Russian universities. The present investigation is innovative since it highlights the factors that make it especially difficult to form professional translators’ mentality now.

The present study aims to analyze the theory of ecotranslatology developed by the Chinese translator-theorist Hu Gengshen. The authors pay great attention to the application of its basic principles to teaching translation in general and the development of translation skills of Chinese students in particular. The main research methods are descriptive and comparative analysis, the method of systematization of language material, contextual analysis, component analysis of the word. In the course of the study, an experiment was conducted in which more than 30 Chinese students took part. The material for the study was the authentic texts of works of Russian fiction. By analyzing the examples of the translation of the works of A. P. Chekhov and N. A. Taffy into Chinese, the authors of this article demonstrate the main difficulties encountered in the practice of translation. A number of recommendations are given that help Chinese students develop translation skills from Russian into Chinese. In their conclusions, the authors point out that when teaching translation, it is necessary to draw students’ attention to the careful study of scientific works on the theory of translation, to develop students’ sense of language, to expand their stock of spoken vocabulary of the Russian language so that the emotional coloring of the work is not lost in the process of translation, and also to remember that the study of phraseological units is a cognitive process.

Based on the authors’ experience in analyzing and interpreting Russian works of art in a Slovak university, the paper identifies some of the difficulties that arise in the process of teaching Russian literature, culture and the Russian language. The conducted research pays attention to the discursive factors of the study of works of fiction, while relying on the theoretical foundations of the world-famous researchers of discourse. First of all, the authors focus on five codes highlighted by one of the representatives of structuralism and poststructuralism, the French philosopher, literary critic, esthetician and semioticist – R. Bart. Deciphering individual codes of literary works can motivate students of the Russian language and literature to read independently, which develops their critical thinking, broadens the horizons of knowledge, and also contributes to their professional and personal growth. In classes on the interpretation of texts of fiction in the framework of teaching Russian as a foreign language, various difficulties are often encountered, in particular, with the decoding of the named codes. The purpose of this paper is to comment on these difficulties, highlight the factors associated with the interpretation of the elements of literary discourse, and also offer some solutions which teachers can implement to help Slovak students studying Russian as a foreign language get rid of these difficulties. The article can become an incentive for further observations in this area, contribute to an increase in the effectiveness of teaching Russian literature of the 18th – 21st centuries in Slovak universities.

The article describes the peculiarities of the analysis of the poetic Russian text while teaching foreign students. Studying poetic texts enables students not only to learn a foreign language, expand vocabulary but also deepen the understanding of the country’s culture. Regardless of the foreign students’ language level, the use of literary texts in class is really efficient as it helps to concentrate on both information exchange and the process of mutual verification of subjective experience-impression. Discussion of poetry encourages students’ active non-linear interaction with the target language as well as contributes to their critical interaction with a variety of texts, including literary and scientific ones. The communicative situation that arises during distance learning is analyzed within the framework of poetic, poet-related and institutional discourses. When teaching poetry, the author applies Google Street View technology to provide an interactive panoramic view of the points the poets refer to in their works. The article offers methodological notes aimed to contribute to effective work with students whose proficiency in the target language is at B2 level and higher. The article also presents an example of the analysis of a poetic passage and conclusions concerning the students’ interaction with it.

The paper deals with the results of the International Scientific and Practical Conference INTERLINGUA-2021, held on May 18-19, 2021 at Lipetsk State Technical University. Within the framework of the conference, the issues of the professional training of highly qualified specialists in the information-digital space were discussed. The conference participants focused their attention on the important role of professional communication as a component of communicative competence. It was noted that professional communication plays a pivotal role in the educational system of the university, since a specialist who does not have the skills to conduct a constructive dialogue, does not know how to establish contact with the interlocutor, to study his/her point of view, does not grow professionally, is not accepted by the society, and therefore becomes uncompetitive. The reports of the conference participants were distinguished by the undoubted depth of theoretical analysis and high practical relevance of the problems under consideration. As a result of the conference, round tables were held, at which the most significant aspects of professional communication, its reflection in the linguistic consciousness were discussed. The participants and guests of the conference, noting its usefulness, recognized the need to make it an annual event.