Elena Golubovskaya

Introduction: Stylistic deviations such as wordiness and redundancy undermine clarity and precision in academic writing. Their frequency and communicative impact, however, are likely to vary across disciplinary traditions. Earlier research has examined these phenomena in education-related corpora and revealed patterned distributions of redundancy in justificatory passages. By contrast, the ways in which such deviations manifest in linguistics research articles remain underexplored. Results: Wordiness predominated across the corpus, accounting for 70.6% of all deviations, while redundancy accounted for 29.4%. Class balance was stable across Moves and Steps, but severity was functionally localized: high-impact deviations clustered in M3_S3, M3_S1, M2_S2, and M1_S3. Almost all high-impact cases were linked to wordiness, with syntactic complexity alone responsible for 54 of 61 instances. Redundancy, although frequent in structural and lexical repetition, rarely reached high severity. Conclusion: These findings show that in linguistics Introductions in English the primary stylistic risk lies not in repetition but in syntactic overload at rhetorically dense points of the text. The results extend previous applications of the taxonomy by demonstrating a discipline-specific pattern of risk concentration. The study highlights the value of combining rhetorical segmentation with fine-grained stylistic annotation and suggests that pedagogical efforts should focus on reducing syntactic complexity in high-pressure rhetorical contexts. Limitations include the modest corpus size and the absence of cross-disciplinary comparison, which future research should address to refine understanding of stylistic risk across fields.

To date, language complexity has come to the fore of modern linguistic research, which is related to scientific discussion of similarity / difference in the degree of complexity between various languages. There is general agreement among various linguists that it rests on a great number of parameters, which is the result of the lack of uniform knowledge about this relatively novel linguistic phenomenon. Under any circumstances, though the dichotomy principle underlies several approaches to the definition of complexity, i.e. it can be absolute (objective) and relational (subjective); systemic (paradigmatic) and structural (syntagmatic); the universal three-dimensional nature of language can serve as the guiding principle for the analysis of complexity parameters in any type of discourse. Thus, the paper highlights the lexical, syntactic and pragmatic parameters of English legal discourse (LD) language complexity based on the generally accepted semiotic triad. These elaborations are also complemented by the deployment of the research framework consisting of three models “language-communicator”, “language-language” and “language-discourse” which, though initially designed for different purposes, can as well be successfully applied to the study of language parameters as factors stipulating the language complexity of LD. The given models are illustrated by the relevant examples of legal and juridical nature.

Introduction. The paper aims to assess generic competencies for foreign-language professional communication formed through applying the ADDIE model. The goal of the study was to identify the way generic competencies are developed throughout the ESL course for veterinary students based on the authors’ implementation of the ADDIE model. Materials and Methods. The research was based on theoretical review of literature, comparative analysis of sources, terminological analysis, and investigation of teaching practices. The ADDIE method of instructional modeling was used as a fundamental research approach taken to designing a teaching aid and developing a training course, respectively. While testing, a sample of 59 first-year veterinary students and 5 lecturers of the Foreign Language Department at Omsk State Agrarian University were involved. In order to collect and study the research data, the authors applied the following evaluation methods: observation, survey and testing of students. The academic outcomes were evaluated by examining dynamics of foreign language communicative competence by expert teachers. The Wilcoxon T-test and Fisher test were used as mathematical statistics methods. Results. The authors applied the ADDIE instructional model to design a professional communication course in English for veterinary students based on competency-based approach. The materials were delivered during the 2022-23 academic year. The learning outcomes demonstrated by participants in the control and experimental groups proved the effectiveness of the author's teaching procedure in the formation of generic competencies for foreign language professional communication, the validity of which was confirmed using mathematical statistics methods. Conclusions. The proposed technology for designing a foreign language course based on the ADDIE model has demonstrated its effectiveness in the development of generic competencies for foreign-language professional communication, which was confirmed by more pronounced positive dynamics in the experimental group.

Background. The article questions the possibility to increase the level of foreign language command through developing cross-cultural communicative competence (CCC) in students of non-linguistic universities. Despite extensive literature on intercultural communication, there are obviously gaps in investigating the way it can and should be built and the potential impact it may have towards students’ academic performance in general. Purpose. The paper aims to find out the possible correlation between the level of CCC formation and a command of a foreign language in general. To pursue the goal, an in-depth research into the CCC structure was carried out and the idea to simultaneously develop all its components was proposed. Method. The paper reports on the results of the mixed-method research aimed at gathering the data and evaluating them both qualitatively and quantitatively. Senior students of the Higher School of Economics, Moscow, Russia, were selected and divided into the control and experimental groups with the subsequent training on the pre-designed curricula, with a primary focus on developing all the components of the CCC in the latter. To assess their performance, the method of experimental verification, self- and peer evaluation, educational observation, questioning method were employed. In-depth data analysis and verification provided post-active phase of the experiment conducted. Results. The results of the carried-out experiments, first, proved the hypothetical assumptions on the efficiency of developing all the four CCC simultaneously and, second, showed that the targeted CCC development contributes to improving foreign language acquisition in general, which is supported by the increase in 5 out of 6 didactic units of the final testing where the experimental group participants surpassed the students in the control group. Conclusion. The study provides evidence for the impact CCC development has on the linguistic communicative competence. The devised methodology can be borrowed and customized for teaching foreign languages to university students and, in particular for developing intrinsic motivation through CCC. Further, future research should address particular components of the CCC.

The current paper addresses the issue of axiological potential of mass media discursive texts generated during the coronavirus outbreak, namely those discussing and debating Russian vaccines. The study draws on discourse analysis and linguoaxiological analysis of media texts, which reveals the main ideological trends of informing the global community about the state of the Russia’s Sputnik V vaccine. The authors have determined that the trends revealed as a result of media discourse analysis concern such phenomena as ‘political agenda’, ‘safety issues’ and ‘compulsion to vaccinate / mistrust of government’. To share these axiologically charged ideas, speakers follow particular verbal practices, i.e., using emotive vocabulary, primarily evaluative word-combinations, axiological notions, metaphors, pejorative vocabulary, discursive markers etc. for manipulating the perception of the covered events. As a result, main constituents for the three key thematic fields are identified, extensively described, and structured through verbal representations of axiological notions. The results illustrate how mass media discourse can be used to investigate axiological notions delivered by the author. Besides, it can provide researchers with an instrument to identify the language means used to create either positive or negative media image.

Learner autonomy as both a pre-condition of self-efficacy and higher achievements in learning and an essential learning outcome has been in the highlight in the higher education domain for many years. This review aims to single out the most influential publications (with 10 citations or more) on foreign language and L2 learner autonomy in tertiary education in the highly reputed journals indexed with the Scopus database, with the publication period limited to the last ten years (2011-2020). The key findings show that the top 50 cited articles on learner autonomy broadly cover conceptual development; self-efficacy and motivation within the learner autonomy concept; educational technologies and web-based activities in fostering learner autonomy; country-specific issues of learner autonomy as the prevailing directions of study in the field of learner autonomy.

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