The subject of appellatives/address forms not only permeates all language structure levels – from semantics and syntax to pragmatics, but also encompasses uage and culture. While nominal appellatives have been studied thoroughly enough, pronominal appellatives and verbal appellatives (reduced forms with subject omitted) are seen as simpler structures overshadowed by phatic function appellatives. Yet, in communication scenarios not limited to a single sentence, pronominal and verbal appellatives play a role no less important than that of nominal appellatives. The article presents a research of the system of appellatives in Portuguese in synchrony in comparison with English and Russian, putting special emphasis on studying the intralanguage diversity of the appellative, with regard to its functional differentiation. The ‘violation’ by an element of the pronominal appellatives system in Portuguese (você) of the general communication principle of positive and negative politeness introduced by P. Brown and S.C. Levinson makes communicants attempt to ‘smoothen’ the difference between the semi-formal address form (você) and the formal one (o Senhor) by using their verbal forms and leads to ‘erasing’ the boundaries between the informal address form (tu), the semi-formal address form (você) and the formal one (o Senhor) by vocative and narrative forms mixing. Portuguese has direct forms of addressing in communication (vocative appellation forms) and indirect ones (narrative appellation forms). In Portuguese, all nominal address forms are classified into two groups − general social address forms and individual social address forms − according to the semantic criterion and the interaction of nominal address forms with pronominal address forms. In Portuguese, individual social address forms go only with formal pronominal address forms (o Senhor/ formal You), and in the majority of cases the precise correlation between general social address forms with pronominal address forms is determined by the supraphrasal context. Portuguese differs from English and Russian in that in English the problem of correlation between the only pronominal address form you and nominal address forms is non-existent, while in Russian there is a simple correlation between (in)formal pronominal and nominal address forms, with nominal address forms in English and Russian acting mostly as vocative, but not narrative ones. English has no verbal address forms, while in Russian they serve ‘to lower’ the language register. In English, positive and negative politeness and formality or informality are expressed through nominal address forms and a number of lexical and grammar structures, with both the variety of the respective lexical and grammar structures and the multitude of nominal address forms attesting to the social primacy of negative politeness. In Russian, an utterance containing an address form requires a specified politeness type. Portuguese tends to express negative politeness by way of renouncing the canonical explicitness of você, which comes at a certain expense in communication. Usage of direct and indirect forms of appellative addressing in communication (vocative and narrative appellation forms) coupled with the explicit ‘violation’ and implicit incomplete ‘restoring’ of a general communication principle is one of the main features of the systems of appellatives in Portuguese.

 The research could be of relevance for specialists teaching and translating into Portuguese, English and Russian.

The scientific paper deals with the analysis of the name of a former German Foreign Minister Annalena Berbock as a precedent phenomenon in German-language political discourse. The relevance of the study is due to the wide use of precedent phenomena. The study is based on the methods of corpus linguistics, using the tools of the Mannheim corpus of the German language DeReKo, in particular. The aim is to determine the peculiarities of the diplomat’s name functioning in modern media texts in German. The material is analysed with consideration of lexical and semantic characteristics and pragmatic attitudes that determine the perception and representation of a political figure in the media. The name of the German minister is used in various forms − from formal and full (“Annalena Baerbock”) to the colloquial and reduced ones (“Baerbock”, “Annalena”). In addition, there are cases when the name is combined with the names of other political figures.

 In the media, the name functions not only as a referential marker, but also as a symbol associated with topics such as international conflicts, environmental policy, women’s rights and political leadership issues. Of particular interest are the name’s connotations, which range from neutral to ironic and sharply critical. The analysis of the name with epithets, metaphors, graphic signs, and other names demonstrates its high evaluative and stylistic significance. There are also stable linguistic constructions in which the name fulfills a symbolic function, such as the “Baerbok effect” and the “Baerbok paradox”. The name can also serve as a metaphorical representation of certain political phenomena or stereotypes, indicating its transition into the category of symbols with pronounced pragmatic and sociocultural functions in German political media discourse. There is also a tendency towards stylistic splitting of the image of the name-bearer, reflecting the polarisation of public opinion and the specifics of political communication in Germany.

This article presents a comprehensive study of the categories of modality and verbal mood in the academic grammars of the Spanish language published by the Royal Spanish Academy (RAE) from 1973 to 2011. The relevance of the chosen topic lies in the fact that modality remains one of the most debated and challenging categories to describe in linguistics, and its treatment in academic grammars reflects not only the evolution of linguistic thought but also shifts in scientific paradigms within Hispanic studies. Thus, the RAE’s academic grammars perform not only a normative function but also serve as a unique mirror of the development of theoretical approaches to describing linguistic phenomena, particularly modality and mood.

 The theoretical part of the work examines the main approaches to defining modality, its nature, and its place within the system of grammatical categories in Spanish. Special attention is paid to the analysis of epistemic and deontic modality, as well as their grammatical expression through the system of verbal moods. It is emphasized that in Spanish, verbal mood is traditionally considered the primary, though not the sole, means of expressing modal meanings.

 Using the material from RAE grammars, the article traces the evolution of views on the relationship between modality and mood: from a rigid opposition between modus and dictum in early works to more flexible and functional models in modern editions that take into account pragmatic and discursive aspects of modal form usage. The issue of terminological inconsistency and instability within the academic tradition is analyzed, related to differences in definitions and classifications of modal phenomena.

 The article also discusses contemporary trends in linguistic research concerning the identification or, conversely, the differentiation of the concepts of modality and verbal mood. It is noted that some researchers associate specific moods with certain types of modality (for example, indicative with modality of reality, imperative with modality of necessity, subjunctive with modality of possibility), while others interpret modality more broadly, including not only grammatical but also lexical means of expression.

The article is a study on the representation of women in language and the impact of this representation on social perceptions and biases. It examines gendered terms used to refer to woman, such as a woman, a girl, a female, and a lady, exploring their meanings, connotations, and usage in English. The article highlights the asymmetry in the semantic content of women and men, noting that man can refer to any human being, whereas woman specifically refers to adult females, often with an implied association with childbearing potential. The author discusses various terms used to describe women in different contexts, including scientific, statistical, derogatory, and polite usages. The article also explores the evolution of the term lady and how its meaning has degraded when used in compound words or phrases referring to women engaged in low-paid, non-intellectual labor. Additionally, the study examines gender biases and sexism in language, analyzing how linguistic expressions and connotations related to women may reflect or reinforce societal prejudices. It discusses different forms of sexism, including overt and subtle sexism, and how historical and social factors have influenced the language used to describe women’s professions and roles. The article also investigates the semantic f ields associated with women’s roles across various aspects of life, including domestic work, agriculture, crafts, trade, medicine, the arts, science, politics, etc. Examples of terms from each domain are provided to illustrate the diversity of ways women are referred to linguistically. The author emphasizes the importance of conscious and thoughtful language use to promote gender equality and avoid reinforcing gender-based discrimination.

The study seeks to explore the status of x-phemism as a dynamic phenomenon. Using an experiential approach, it emphasizes an ethnomethodological perspective, analyzing the variation of words and expressions through the lens of the “US – THEM” concept. Ethnomethodology investigates the established norms governing interactions among individuals, which help to organize complex social realities. This social order is shaped by the creation of symbolic boundaries between different groups. While such an order may appear static, it is actually context-dependent, which makes it challenging to predict who will be perceived as “other” and who as “us” in the process of interaction. Thus, the differentiation based on the criterion “US – THEM” serves as a means of organizing the social world, and symbolic boundaries may depend, in particular, on national identity, cultural context, and situational factors. Analyzing linguistic material from contemporary English-language socio-political, marketing, autobiographical, and media discourses reveals that dictionary dysphemisms — such as ethnic pejoratives with negative connotations — can acquire euphemistic meanings within a group when there are no ethnic boundaries between communicators. Specifically, euphemization of a dictionary dysphemism occurs when the statement is made by someone from their own ethnicity. This phenomenon underscores the importance of context and speaker identity in shaping meaning. Thus, the study demonstrates that negative and positive reactions to words cannot be predicted before the interaction, highlighting the fluidity and complexity inherent in language use and social dynamics. Understanding these processes enhances our awareness of how language operates in diverse social settings and influences perceptions across communities. Furthermore, the analysis underscores the relevance of x-feminism in contemporary society, particularly in the light of the increasing importance of political correctness. It is crucial to recognize that x-phemism is not a static concept; it evolves alongside shifting standards of political correctness that reflect changes in public consciousness. These transformations significantly affect how language is perceived, especially regarding terms related to marginalized groups. Ultimately, this study contributes to a deeper understanding of the interplay between language, identity, and social dynamics in today’s world.

The article examines the features of formation and functioning of feminitives with the suffix –ού in Modern Greek. Such feminitives are represented by a large number of lexemes denoting females across various categories, including professional terms e.g., λουλουδού < λουλουδάς “flower seller [female]”), andronyms (e.g., Αλεξαντρού < Αλέξανδρος), and others. Unlike the highly productive suffixes –ισσα and –τρια in Modern Greek, the suffix –ού first appeared in Medieval Greek vernacular texts (11th–12th centuries), while –ισσα and –τρια trace back to Ancient Greek. The study aims to investigate the origin of the –ού suffix, analyze shifts in its productivity across historical stages, and explore the morphological and semantic properties of feminitives derived with this suffix. The research material includes lexemes extracted from Greek text corpora, dictionaries, and online sources (forums, social media, news portals). Methods used include continuous sampling, contextual analysis, morphological parsing, and semantic-field analysis. The novelty of the study lies in addressing the underresearched topic of Modern Greek feminitives, particularly within domestic linguistics, where no prior studies on –ού exist. This work forms part of the author’s broader research on feminitive suffixes and their diachronic evolution. The analysis reveals the suffix’s high contemporary productivity, evidenced by its role in forming neologisms like ντελιβερού < ντελιβεράς (“delivery woman”). Notably, modern professional feminitives lack the pejorative connotations observed in earlier historical categories. The findings contribute to the study of Modern Greek feminitive formation, enhancing understanding of suffixal productivity in diachrony. These results hold significance for both domestic and international linguistics, particularly in discussions of gender asymmetry and language change driven by sociocultural factors.

Differences in English language proficiency across global educational contexts require a critical review of methodological effectiveness; traditional pedagogical approaches are increasingly proving insufficiency in comparison with modern communicative demands. The aim of this study was to determine the comparative effectiveness of digital and traditional resources in English language teaching and to identify optimal integration approaches to improve language proficiency among Russian students. The methodological basis was a quasi-experimental design – 120 participants, divided into three age groups (adolescent subgroup (15-17 years old), student-age group (18-22 years old), adult learners (23-40 years old). The experiment took place over a period of six months, with the experimental group using digital platforms (Duolingo/ electronic resources/ online tools), and the control group using traditional approaches (textbooks/ face-to-face training/ printed materials). The quantitative results showed the advantage of digital technologies in cumulative assessment (82% vs. 75%, p≈0.016), vocabulary acquisition (10%, p<0.01), listening comprehension (5%, p≈0.04) and motivational engagement (87% vs. 60% who noted high interest); job benefits were inversely correlated with age: adolescents demonstrated benefits of digital technologies (7-10%), young people showed moderate improvement (5%) and adults showed a slight difference (<3%). Traditional approaches maintained their superiority in pronunciation accuracy, facilitating self-regulation (5% reported a decrease in engagement compared to 10% in the digital learning group), and structured progression. Adolescent students showed maximum benefit (7-10% across all competencies); young adults showed moderate improvements (5%); mature learners approached methodological equivalence (<3%, p>0.05). The results obtained confirm the need for strategically adjusted methodological integration – allocation of resources depending on skills (digital technologies for vocabulary/listening perception; traditional approaches for pronunciation development) and a proportional ratio depending on age (60/40 → 40/60 digital/traditional technologies depending on the level of development). Digital resources are optimally used for vocabulary and receptive skills/motivation development; traditional approaches are prioritized for articulatory improvement/disciplinary reinforcement – with age-adjusted proportionality (the ratio of 60/40 digital and traditional resources for teenagers; 50/50 for young adults; 40/60 for mature students) and a choice of techniques depending on skills.

This article explores the application of Paulo Freire’s critical pedagogy so as to improve creative writing instruction for second-language (L2) learners. Freire’s emphasis on critical consciousness, dialogue, and learner autonomy provides a valuable framework for fostering authentic self-expression and deeper engagement with the learning process. This study examines several key Freirean principles and their practical implications for creative writing pedagogy: establishing inclusive classroom environments that foster confidence and mitigate anxiety; employing peer support through collaborative activities to enhance creativity and build self-assurance; integrating problem-solving tasks requiring learners to apply language skills strategically; and empowering learners to take ownership of their learning journey through increased autonomy. The crucial role of visual aids in bridging the gap between abstract concepts and concrete experiences is also investigated, highlighting their potential to increase engagement and comprehension by making complex ideas more accessible. Specific pedagogical strategies, including collaborative storytelling, picture storytelling, dialogue writing, and collaborative poetry, are presented as practical applications of these principles. Furthermore, the article emphasizes the importance of differentiating between exercises and tasks, within the context of Rod Ellis’s theory, prioritizing purpose-oriented activities (tasks) that promote implicit language acquisition. This learner-centered approach, grounded in Freire’s humanistic philosophy, moves beyond a focus on grammatical accuracy to prioritize authentic communication and creative exploration, thus empowering students to develop their unique voices and perspectives. The article concludes by advocating for a more empowering approach to L2 creative writing and proposes avenues for future research exploring the effectiveness of these Freirean-inspired techniques in fostering both linguistic proficiency and broader personal growth, contributing to a more holistic and effective language learning experience.

In the context of digitalization, the integration of artificial intelligence (AI) technologies, general artificial intelligence, ChatGPT, and other AI applications, as well as language identification methods using artificial intelligence in multilingual environments, the anthropological paradigm of modern education is beginning to acquire special importance, which places the learner’s personality with his personal, cognitive, cultural, and professional characteristics at the center of the educational process. Modern pedagogical conditions for further training of professionals in economics and business and finance require taking into account new factors including the integration of digital tools such as artificial intelligence technologies. However, the key role remains for the methodically based development of personal qualities and professionally oriented competencies. The new contours of a rapidly changing educational environment are transforming traditional approaches to educational practice. The main megatrends pose new challenges in teaching self-identification skills in a second language. The article presents the algorithm of developing pedagogical conditions for the effective conditioning second language identity qualities of economics students. As a research hypothesis, we propose the possibility of foreign language learning integration with professionally oriented tasks to design the second language identity qualities of university students. The main focus of the article is on the effectiveness and necessity of economics students’ immersion in professional contexts of intercultural communication. The research methodology includes the analysis of scientific sources, the systematization of the pedagogical conditions for designing the second language identity qualities of economics students. The result of the study is the definition of the key second language identity qualities of economics students, such as rationality, adaptability, anticipation, efficiency, communication, initiative, highlighting certain functions of professional activity of an economist, and offering specific pedagogical conditions that contribute to their development.

 The practical significance of the research lies in the proposed pedagogical conditions that can be introduced into the educational process to improve the quality of students’ training in economics, as well as in creating systematic approaches to learning a foreign language in a professional context. The prospects for future research are in the development of diagnostic instruments to establish the degree of formation of a secondary linguistic personality’s traits, adaptive education paths taking into account students’ cognitive styles, and integration of AI technologies into the process of formation of professional discourse. Their implementation will construct an integrated system of training economists tailored to challenges in the modern labor market.

Scientific and technological progress affects all spheres of human activity, including methods of learning and teaching foreign languages. This is the reason for recently active analysis of the use of machine translation (MT) by students and teachers in the educational process. The aim of the research is to determine the perception of MGIMO University students and language teachers of MT, practices of using MT in the educational process and its implementation in foreign language teaching. Research hypothesis is that all participants of the educational process broadly use MT in foreign language teaching. Students perceive these technologies positively, whereas teachers are sceptical about them. Methodology and research methods used are the ascertaining experiment (questionnaire using Google Forms), and quantitative processing of the results. Two questionnaires were developed – one for undergraduate (4th year students), master and postgraduate students (373 respondents), another for language teachers of MGIMO (99 respondents). The surveys were conducted in September 2024. T he results of the research confirmed the hypothesis. Students demonstrated a positive attitude to and a high degree of interest in MT. Teachers, meanwhile, are critical about MT. Students, unlike teachers, do not believe MT reduces interest in foreign language and translation, and they are against excluding its use and implementation in the educational process. Both groups of respondents support the development and integration of additional educational programmes for mastering MT. This research attempts to evaluate the current state of MT, the attitude of participants of the educational process to them and the possibility of introducing additional educational programmes for mastering MT. The identified shortcomings of MT can be taken into account when teaching translation and in translation activities to improve the translation quality. The list of aspects of MT respondents are interested in can be taken into account when developing additional educational programmes for mastering MT.

The focus of this article is the Shijing, or the “Book of Songs” (11th– 6th centuries BC), an ancient Chinese poetic anthology and one of the earliest literary monuments not only in Chinese, but also in world literature. Despite the large number of works devoted to the anthology, certain aspects of its poetics either remain scarcely studied or not studied at all. These aspects include 1) the issues of genres presented in the anthology, and 2) the issues of individual author’s poetry, which traces its origins within the Chinese tradition to Shijing. It’s important to specify that the Author takes the following idea as the basis of her study: almost all the genres of the classical Chinese poetry, as well as the first pieces of individual author’s creativity, are already represented in Shijing in their primary, rudimentary form. Within the framework of this study, being limited by the allowable volume of the article, we suggest focusing on the genre of epistle and the work by Yin Jifu 尹吉甫, i.e. consider the “Ode to the Prince of Shen” 崧高 Song Gao. We analyze it as the first literary epistle, as the first poetic epistle zeng 赠, as well as one of the first samples of individual author’s works in the history of Chinese literature. However, beforehand we characterize Shijing itself, as well as highlight those features and traits of its poetics that are important for a correct and complete understanding of the essence of this study. Conducting the research, the Author uses primary sources in Chinese, as well as theoretical, research, and reference materials by Russian, Chinese, and Western scholars. Widely known general and specific scientific methods serve as the methodological basis of the study. As a result of consideration of the relevant aspects of Shijing and analysis of the Song Gao, we make conclusions regarding the originality of the prototype of the very first poetic epistle, one of the first individual author’s works in the history of Chinese literature. This article, being a research work, is nevertheless written in such a way that it can be interesting and understandable not only to a professional philologist and sinologist, but also to a wide circle of readers.