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Introduction. The article presents the results of an analytical review of scientific papers reflecting the stages of formation and development of cognitive poetics as an interdisciplinary research area in Russian linguistics. The purpose of the article is to systematize and critically analyze approaches, concepts and methodological principles of the study of concepts that constitute the cognitive basis of literary texts, authors' idiostyles and, by extension, of poetic sociolects and literary genres.Methodology and sources. The paper reviews theoretical concepts and approaches (developed by R. Tsur, P. Stockwell, I.A. Tarasova, N.S. Bolotnova, L.O. Butakova, etc.), which served as the foundations of cognitive poetics. A comparative analysis of works focusing on the structure of literary concepts, their textual representation aspect and categorization criteria is carried out. The studies which concentrate on the application of corpus methods in order to analyze literary texts, including the works by B. Fischer-Starcke, D. Siepmann, A. Stefanowitsch, M. Mahlberg, etc., also formed the methodological basis for the analytical review.Results and discussion. As a result of the review study, the evolution of theoretical and methodological approaches to literary concepts and literary texts' ideospheres is demonstrated. The main concepts that influenced the formation of cognitive poetics are identified; the relevant problems of cognitive studies of poetic and prose texts are analyzed. It's shown that it is necessary to further consider the problem of identifying dominant concepts of authors' idiostyles describing cognitive mechanisms that underlie the semantic variability of individual concepts. The importance of using corpus methodology in the study of literary discourse in its synchronic and diachronic perspective is discussed.Conclusion. It is shown that, despite the fact that the author's creative consciousness has been studied intensively and for a long time in Russian cognitive poetics, there are still problems that need further consideration. The following aspects must be analyzed: the criteria for choosing the method of modeling a literary concept, taking into consideration its type; the elaboration of uniform terminology in existing approaches; the development of the algorithms for describing the structure of literary concepts and identifying conceptual dominants of authors' ideospheres. A conclusion was made regarding the potential of applying corpus research methods in the field of cognitive poetics. A range of the tasks related to the cognitive research of literary texts that could be solved by using statistical methods of corpus linguistics was determined.

This paper analyzes the use of non-literary elements (pictures, erasure method, and jumbled word formatting) in three texts. It argues that the intention of using unconventional writing styles is a method of responding to modern politics and warfare. The paper explores how non-literary elements capture abstract contemporary concepts.

The Crisis was established in 1910 by the National Association for the Advancement of Colored People at the behest and under the editorship of W. E. B. DuBois. Its earliest years of publication are distinctive, as Anne E. Carroll has argued, for their dual focus on 'protest[ing] against racial injustice and…affirm[ing] the achievement of African Americans'. Both building on and taking issue with recent research on the Crisis by Carroll and Russ Castronovo, this essay offers a materially based, object-oriented account of how the Crisis engaged an aspirational black middle class readership—and sought to make middlebrow literary texts matter—in its Easter 1912 issue. Instead of employing the methodologies of author-based literary study, I read Charles E. Chesnutt's 'The Doll' and Jesse Fauset's 'Rondeau' in tandem with and in relation to the magazine's non-literary and commercial content. Doing so not only brings into high relief the Crisis's outreach to an aspirational black middle class. It also helps us recognize the magazine's interest in having its readers find beauty in both a barbershop and in literary forms that cannot—or rather, should not—be subsumed within expansive new definitions of modernism.

The representation of fat female bodies is a highly contested and fundamentally political activity through which a number of gendered discourses are inscribed on and perpetuated through the construction of fat female corporeality. Fat still tends to be regarded as an aberrational deviation from the "normal" female body with fat women being relegated to the margins of critiques of how women are represented in popular culture discourses. Yet the fear of fat works as effectively in disciplining women as actual fat does. Far from being a niche area of women's lived experience, fat phobia works to shape the reality of all women in ways that are profoundly gendered. This article will utilise the theoretical rubric of Fat Studies to explore selected literary texts that offer very positive representations of fat female bodies. If all representation is inherently political, the positive representation of fat women, unfortunately, still continues to constitute a radical political act. I will show how, even as these authors portray fat women in a positive light, they always situate their bodies within socio-cultural spaces in which systemic fat phobia prevails. This article will thus demonstrate both the possibility of positive representation and the ubiquitous nature of the forces that challenge such representations. The novels I will explore are Big Bones by Laura Dockrill (2018), 13 Ways of Looking at a Fat Girl by Mona Awad (2016) and Dietland by Sarai Walker (2015). Opsomming Die uitbeelding van vet vroulike lywe is 'n hoogs omstrede en fundamenteel politiese aktiwiteit waardeur verskeie gendered diskoerse ingeprent word op en in stand gehou word deur die konstruksie van vet vroulike lyflikheid. Vet word steeds beskou as 'n afwyking van die "normale" vroulike lyf en vet vroue word uitgeskuif tot die kantlyne van kritiek oor hoe vroue uitgebeeld word in gewilde kulturele diskoerse. Tog werk die vrees vir vet so effektief om vroue te dissiplineer soos werklike vet. Hierdie is nie 'n nishoekie van vroue se daaglikse ...

The article is devoted to lingua-cognitive models of metonymy in English and Azerbaijani literary texts. First, metonymy and metonymic models were reported. Speaking about metonymic models, we turned to the concepts of J. Lakov, R. Jacobson, J. Raden, Z. Kovaks, E. Paducheva, etc., and analyses were carried out on their basis. The works of such prominent writers as T. Dreiser, F. Karimzadeh, V. Scott, and V. Somerset were used as factual material. From the conducted typological studies, it is concluded that metonymic models in English and Azerbaijani are similar and universal. The scientific results of linguistic research have played an important role in studying this problem in a psychological, philosophical and social context. It turned out that the ancient variants of meaning transfers arose based on abstraction and generalisation of meaning that arose in the minds of primitive people. Their formation as a model of consciousness occurred in developing people's life experiences from simple to complex. The appearance of elements of logical cognition in primitive people was an incentive for the formation of more advanced models of consciousness.

Literary translation is a type of translation, which requires a great commitment in realizing it. The differences that may be shared by the SL and TL make translation as a process a complicated and challenging one, especially when it comes to literary text translation. The messages, emotions and culture that the literature of a language shares sometimes seem almost difficult to be passed from one language to another one. This is a consequence of differences that the two different languages share in their construction and in their culture. This paper has been focused on the problems of equivalence while dealing with Albanian literary text translation to English, carried out by Albanian university students who study English Language and Literature. Empirical and qualitative are the research methods that have been used in this scientific paper. All these methods have verified the three hypotheses of this research as well as have found the answers to the questions on this research. In addition, the results reached from the three aforementioned research methods have helped in achieving the objectives and aims of this paper.The corpora that has been used in this research is the Albanian literary texts: "Ajkuna qan Omerin" from Kangë Kreshnikësh (Kreshink's Songs). The text has been translated by Albanian students that study English Language and Literature at the University of Gjakova "Fehmi Agani", Faculty of Philology, department of English language and Literature and at University of Prizren "Ukshin Hoti", Faculty of Philology, department of English language and Literature. The translated versions were used as primary source materials for analysis. Another instrument used in this research is the questionnaire, consisting of two open-ended questions. One question aimed at identifying difficulties or challenges that students might have or face during their translation, whereas the second question asked them about the solutions that they might find when dealing with difficulties or challenges during Albanian literary text translation. Thus, the problems of equivalence during Albanian literary texts translation have been identified based on the analysis of students' translation, and on their responses regarding difficulties or challenges that they faced or had during text translations. The work presents the most common strategies used by Albanian students during the process of literary text translation from Albanian into English.

Received: 18 October 2021 / Accepted: 2 February 2022 / Published: 5 March 2022

The authors substantiate the importance of working in Russian language and literature lessons on the Russian speech (rhetorical) ideal, which is ontologically connected with national culture, the history of the people and Orthodoxy. Key idea of the text: at all stages of schooling, work on the Russian speech ideal is an important part of the educational process, and the concept of "speech ideal" in the scientific paradigm is considered as a methodological category. The goals and content of work on the speech ideal are given: in elementary school - the formation of the child's initial ideas about the Russian speech ideal, in primary school - the acceptance of the Russian speech ideal as a personal guideline, and in secondary school - awareness of the national and cultural specifics of the speech ideal. Analysis of scientific and practical pedagogical experience, ethical and philological analysis of children's literature texts allowed the authors to substantiate the potential of literary texts in introducing schoolchildren to the Russian speech ideal. The principle of orientation towards the speech ideal is defined as the basis for teaching dialogue; its implementation is possible through the use of fragments of literary texts that describe standard and destructive speech behavior (fragments of the works of A.S. Pushkin, A.P. Chekhov, F.M. Dostoevsky). During the analysis of texts, students should be drawn to the rules of harmonizing communication, respect for the interlocutor, to the task of speech self-education, and taught to respond ethically to the speech behavior of others; introduce the concept of speech ideal, types of speech culture and criteria for its assessment, demonstrate the connection of speech ideal with culture, Orthodox tradition, and the history of the country.