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The article presents the main theoretical prerequisites for studying the pragmatics of the literary text. Determining the functions of the text as a means of communication in all a variety of its manifestations refers to the fundamental problems of linguistics.The general problems of the theory of the text, the questions of the pragmatics of the literary text and the observables of its impact and perception are considered. The pragmatics of the text as a global category, which is a mandatory property of each text and reflects the attitude of the addressee to the object of communication, to the communicative act itself and through it to the address.

The article is devoted to the value-semantic space of a literary text in the implementation of emotive dominants that reflect the author's intention. The purpose of the study is to determine the functional status of emotives of different levels of text affiliation. The priority research methods are the methods of textual analysis and philological interpretation, which allows us to consider a literary text, including outside the explication of the author's assessment, as the realization of important value meanings of the character and the author, which have an emotional impact on the reader. During the analysis of the text of the story by A.P. Chekhov's "The Black Monk" it was revealed that the functional status of emotive dominants is generally limited by the functions of the character's emotional assessment and the pragmatic impact of emotive meanings on the reader. Textual emotiveness is capable of representing not only the momentary states of the characters associated with one or another episode of plot action. The author deliberately saturates the description of such situations with emotive markers, which correlate the emotional and spiritual experience of the reader and the character, which helps to activate the recipient's memories and a new experience of the events described in the literary text. Implicity of emotive meanings in the story by A.P. Chekhov's "The Black Monk" allows us to focus the reader's attention on the value meanings of the text, which are only indirectly determined in their formation by external plot events. Analysis of the emotive dominants of the text of the story "The Black Monk" helps to identify not only the functional-semantic nature of the category of emotiveness, but also its plot- and text-forming role in a literary text, which opens up broad prospects in the study of textual emotiveness.

Abstract
Feuilleton is a hybrid genre. This genre is important for both literature and journalism because it has literary and journalistic characteristics. There are different opinions about the genre characteristics of feuilleton. So, in studies, it is sometimes characterized only as a journalistic genre. Although some of the studies pay attention to its literary peculiarities, they do not mention its journalistic peculiarities. There are also studies that examine the genre in both literary and journalistic contexts, and such a complex approach is of great importance to the analysis of the genre. Based on the ideas about the hybridity of the genre, our opinion on this matter is that when examining the feuilleton, it is important to thoroughly study it, taking into account the fact that it is a hybrid genre. When conducting research, all features should be studied, no feature should be left out of the study. The artistic colors of feuilleton are distinguished by their realistic and sharp lines. Here, the events are given in all their reality. This is one of the points that form the basis of journalistic works. In this article, the feuilleton genre is examined in the context of literary-journalistic genre; the history of feuilleton, its main features, and its literary and journalistic aspects are studied.

The research deals with applying to innovative approaches to literary text. Inclusive books for children and ways of working with them at pedagogical faculties are considered. In our research, we will demonstrate the work with such books "Cripple Bunny and his brave mother" by Oksana Drachkovskaya, "Trustees for the Giraffe" by Oksana Luschevska and Yevhenia Haydamaka, "Just because" by Rebecca Elliott, "Magda and her Wind" by Iryna Morykvas, "Planet Willi" by Birta Müller, "Yes! I can!: The girl and her Wheelchair" KendryJ. Barrett, Jacqueline BiuToner, Kler A. Friland, Violet Limey and the trilogy on Pearl of Tuuli Pere. The main heroes of these books are children with disabilities and special educational needs. Narrators mostly are their elder or younger brothers or sisters. The reason of the choosing children's literature on inclusion is that it is modern important literature, which demonstrates the world of children with disability and highlights such serious topics as decease and death. Its aim is to show that variety makes world wonderful and grate. The introduction of holographic design of vita technologies (calligarm, creative games, the pyramid of hero and author) is considered as well, the application of methods of critical thinking (mind-mapping, swot-analysis, six hats, Bloom's taxonomy) in the analysis of fiction is substantiated. Potential online resources helping work with literature are examined. In addition, the possibilities of online resources (rebus, comics' generator, the creating of mind maps, crosswords on different platforms) are determined as important part of the work with text. It has proved that such innovate approaches help to develop creative potential of students, allows analyzing literary text in a new way. Such approaches will be helpful in professional activity of teachers in primary school.

This article reports the findings of action research on the implementation of extensive reading to literary text (henceforth ER) with learning logs (henceforth LL). The research question was: In what ways do the students engage in comprehending literary texts through ER with learning logs? And what are students' reactions to these activities? The research was conducted in the English Language Education Study Program English Education Department of a state university in Indonesia in which twenty six students voluntarily participated in this study. The data of the research were collected from students' reflective journals and semi-structured interviews. The empirical findings show that the students engaged actively and autonomously in the literary text identifying, word defining, class presentation, vocabulary enforcement and reflection through literary text extensive reading (ER) program with learning logs (LL). The findings also reveal that through the use of scaffolding by teachers and peer support, the students were engaged in the discovery of English literature vocabulary by documenting unfamiliar or interesting words from their English literature reading texts. The students also enjoyed exploring the different meanings of vocabulary using electronic dictionaries and corpus software. Furthermore, the findings show that they had enhanced awareness of word classes, word orders, and word meanings. The research suggests that the use of learning logs has managed to engage the students in reading literary texts as meaning making and learning autonomy that expand their reading ability and lexico-grammatical repertoires.

This paper discusses a discourse grounding strategy that has not been described before. It is shown that the fragments of a literary text that are perceived as impressive, aphoristic, etc., tend to have a set of recurrent features. Firstly, in such fragments, there often is mutual re­flectedness of meanings (it emerges in metaphors, similes, parallelisms, or juxtapositions of contradictory notions). Second, mutual reflectedness goes through pronounced detrivializa­tion, i.e it is emphasised using special means, one of which is the ostentatious intricacy of the text usually achieved through amphiboly, or intended ambiguity. Thirdly, there is usually a strong anaphoric link between such fragments and the preceding text, i. e. a link between sub­jects and/or objects (this does not exclude adjunct-based links). Fourthly, the type of discourse relation between such fragments and the previous text is highly predictable. The main conclu­sion drawn in the article is that the described set of properties, which is instrumental in discourse grounding, is widely used in literature, on the one hand, and it is much more complex than the grounding devices earlier studied by narratology.

The article deals with the specifics of the functioning of two types of repetition - framing and chain repetition - in the discourse of well-known modern novelists L. Weisberger and M. Amis. The authors reveal expediency of the novelists' appeal to these types of repetition and the produced stylistic effect. It is noted that the repetition of lexical elements in the form of a ring or chain is an effective means of internal (logical) and external (pragmatic) coherence of the text.

At the beginning of the 20th century, as the popularity of Maurice Maeterlinck grew, more and more often the names of the Belgian symbolist, his characters, quotations and paraphrases of his texts occurred in the Latvian fiction. A character in Latvian literature, a reader and connoisseur of Maeterlinck indirectly reflects the taste of people interested in literature at the time and through the prism of reception aesthetics provides an insight into the specific features of reading the popular writer. Thus Maeterlinck's intertext reveals the most essential Belgian concepts and aspects of metaphysical thought to Latvian writers. It can be read both in the works of art of Maeterlinck's translators – Zeltmatis (Ernests Kārkliņš) and Augusts Baltpurviņš and in the works of other Latvian writers at the beginning of the 20th century: Viktors Eglītis, Edvards Vulfs, Fallijs and Antons Austriņš. In the case of the male character the bond is created with Maeterlinck's own literary activities and his innovations, whereas the female characters are depicted as alien: heroines of Maeterlinck's plays resemble Pre-Raphaelite damsels.