In modern mass media texts, the modus category of evidentiality plays a crucial role in conveying the author’s message and shaping the reader’s perception of the information presented. The use of multimodal means, including nonverbal components of communication, visual modus, and hyperlinks, intensifies and expands evidential semantics, influencing the reader’s judgment of the relevance, reliability, and truthfulness of the information and its source. This study employs linguosynergetic analysis and a range of quantitative, functional-semantic, and contextual-situational methods to investigate how multimodal means contribute to the expression of various shades of evidential meaning, such as reflections, doubts, confidence, statements, and citations. The research material includes discursive contexts from advanced informational, scientific, general research, and practical-analytical articles, as well as definitions from electronic versions of dictionaries of the modern English language. The results suggest that multimodal means serve as valuable additional resources for updating evidential semantics, highlighting the possibility of combining them with various linguistic indicators of the category of evidentiality to achieve the author’s communicative intentions. The article sheds light on the intricacies of evidentiality in mass media discourse and provides insights into the role of multimodal means in conveying meaning beyond words.

The article discusses an interdisciplinary approach to the study of political discourse on the example of linguistic and political science studies devoted to the manifestation of national identity in the speeches of German politicians. The relevance is explained by the fact that the article for the first time considers the use of an interdisciplinary approach in the analysis of professional discourse by specialists from different scientific fields. The purpose of the work is to show how an interdisciplinary approach is implemented in the study of political discourse by linguists and political scientists. Both studies were carried out on the empirical material of 60 texts of public speeches by leading German politicians (H. Maas, Z. Gabriel, F.-W. Steinmeier, A. Merkel, O. Scholz, U. von der Leyen) at international and national events such as the Munich Security Conference, the UN General Assembly, government statements. Both studies used general scientific methods (description, analysis, continuous sampling method), as well as quantitative content analysis (political scientists) and statistical methods of the chi-square test and Cramer’s coefficient (linguists). The use of these methods led both research groups to approximately the same conclusions: German politicians tend to avoid emphasizing ethnic identity in their speeches on the international agenda, which is reflected in the language choices. The analysis by linguists of culture-bound elements with the help of the chi-square test showed that the elements of non-German realities predominate in the speeches. The content analysis carried out by political scientists revealed that the leading German politicians tend not to demonstrate their national identity, giving priority to positioning Germany as a member of the EU and NATO.

Scholars engaged in the Shakespeare studies are familiar with the common problem arising in such kind of investigations – that of the insufficiency of the information concerning the biography of the great writer, the textual history of his works, the intended meaning of some of his texts. As the present research shows, in contrast to Shakespeare’s dramatic texts whose biographical interpretations are largely unreliable, his non-dramatic works provide rich material for further biographical interpretations, these latter in their turn enabling the reader to come to a better understanding of texts under discussion. The present study is aimed at proving that the right approach to interpreting Shakespeare’s non-dramatic works consists in moving within a kind of interpretational circle: after gathering the initial information about the content of a text and the more general context in which it was created, after realizing the objective limitations of a biographical approach to each particular text, a scholar may pass on to carefully extracting from a non-dramatic work by Shakespeare the information which may be treated as biographically and historically relevant.The analysis carried out in the paper has shown that Shakespeare’s sonnets are the most fruitful material for gathering biographical information and that the interpretation of the texts of the sonnets as such does not require any profound knowledge of the general historical and cultural context, while the text of “The Phoenix and the Turtle” cannot be understood without taking recourse to the widest imaginable historical and cultural information; Shakespeare’s narrative poems “Venus and Adonis” and “The Rape of Lucrece” may be placed in-between these two extremes.

This article investigates the connotative meanings of the color terms “red” and “yellow” in Algerian culture from a pragmatic perspective. The study aims to explore the different connotative representations that these colors can acquire in various contexts. The data for this study were primarily obtained from Algerian newspapers, TV series, and social media posts. To pinpoint the accuracy of the analysis, a Discourse Completion Task (DCT) questionnaire was distributed among male and female Algerian students at Jordan University. The DCT comprised 12 situations, with six for each color, and participants were required to determine the appropriate meaning in each situation. The collected data was then analyzed qualitatively in detail. The results have shown that while the red color in Algerian culture has both positive and negative connotations, yellow always bears a negative connotation. These findings provide valuable insights into the cultural associations and symbolism of these colors in Algerian society, which can be relevant for professionals in fields such as marketing, advertising, and international business to enhance their cross-cultural communication and understanding.

This study investigates the use of hyperbole as a satirical device in English-language science fiction, examining its stylistic conveyance and translation into Russian. Employing linguo-stylistic analysis, translation analysis, and functional-linguistic component examination, various definitions of hyperbole are explored. The results indicate that hyperbole serves as an artistic tool for deliberate exaggeration, capturing the reader’s attention and emphasizing the author’s stance. Focusing on Harry Harrison’s science fiction novel “Bill, the Galactic Hero” and its two translations by V. P. Kovalevsky, the research scrutinizes hyperbole’s contribution to satirical effects and identifies two types of hyperbolic exaggerations: contextual and hidden. Hidden hyperbole is further expressed through stylistic contrast and enumeration. In the Russian translations, the satirical effect is largely preserved, albeit with some losses. The study underscores the significance of hyperbole in engaging readers’ critical thinking and directing their focus towards real-world issues within the science fiction narrative. For professional translators, recognizing and conveying hyperbole is crucial in accurately representing the author’s intended meaning.

The article outlines an innovative approach to teaching modern Russian literature to international learners studying Russian as a foreign language. The method is based on Content and Language Integrated Learning (CLIL), a widely recognized approach to teaching various disciplines in foreign languages. By employing authentic materials and exercises, this approach helps learners to build their linguocultural competency while improving their language and speech competencies. The article proposes a well-structured students’ book that includes modern Russian writers’ texts, biographies, summaries, possible criticism of their works, and other authentic materials. The textbook is designed to be used for classwork and homework by students studying Russian as a foreign language at Philology departments. This approach has the potential to enhance learners’ understanding and appreciation of modern Russian literature while simultaneously improving their language skills.

This paper presents a review of the first International Scientific and Practical Conference “Professional Polylogue in a Multilingual World: Language, Culture, Method”, which was held at MGIMO University (Moscow, Russia) on April 6–7, 2023. The conference aimed to explore various issues related to linguistics, foreign language teaching, and socio-cultural factors in modern language education. The event brought together over 300 specialists who participated as speakers and active listeners in seven sections, three online discussion panels, a round table, and a student section “Potential”. Discussions included significant aspects of foreign language learning, trends and stages in foreign language teaching methods, the formation of professional identity in a multilingual world, and the cultural aspect of learning and self-development of both students and teachers.