The article aims to study the structure of the literary problem in the formation of the local text substrate. The study uses the methodology of studying the language when it changes in time and space. The article explains the basics of the methodological support of the translation complex and the structure of its application in private studies of foreign cultures and communicants. The results of the study showed the possibility of interaction between the subjects of linguistic exchange and the dynamics of the translation and literary component. The novelty of the study is determined by the fact that the work defines methods that can be used not only by local researchers but also by foreign-speaking communicants. The research results can be used in practical activities to bridge the gap between understanding the local text in translation studies and its structuring in the local versions of individual authors.

The article attempts to consider the story of Nikolai Verevochkin “Draw Me a Golden Heart” as a literary fairy tale in order to reveal the intertextual links of this work with the “Little Prince” of Antoine de Saint-Exupery, “Blue Star” of A.I. Kuprin, “The Old Woman Isergil” of M. Gorky. The main attention is paid to the analysis and interpretation of functions of references and allusions, borrowings and other forms of intertext. According to the authors of the article, the fairy tale “Draw Me a Golden Heart” is created in a postmodern manner, the narrator on the principle of mise en abyme creates a diff erent world in which live his characters and the narrator himself, freely moving in space and time. The article also considers the points of contact of N. Verevochkin’s fairy tale with the tales of H.C. Andersen, A.I. Kuprin, M. Gorky in order to determine the common purpose of the works of these writers.

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Article is devoted to a research of an ethnic stereotype in the fiction of Russian-language writers of Kazakhstan, in particular a stereotype of speech. Article provides short review of scientific sources on this problem. The following tasks were selected: to observe the way the stereotypic scheme of thinking presented in the author’s speech or through the ethnic consciousness and worldview in characters’ speech. In the fiction the following main features of a stereotype in speech of the Russian-language (Kazakh by nationality) bilingual writer language identity was described: existence of a certain structure; use of proverbs, sayings, metaphors in words and collocations, comparisons.

The authors characterize functioning of semiotically heterogeneous texts in the methodology of teaching the Russian language. Traditional methods of applying semiotically heterogeneous texts in the educational process are still important, but at the same timeit is necessary to transform the scientific approaches to analysing the problems caused bythe reflexive nature and situational variability of digital content in education. The aim ofthe work is to identify and describe the linguodidactic potential of semiotically heterogeneous texts used in Russian language classes in Kazakhstan schools. Methods of comprehensive theoretical analysis of scientific and educational literature on semiotically heterogeneous texts, as well as observational method of studying and summarizing the pedagogical experience of Russian language teachers in Almaty schools were used. The printed semiotically heterogeneous texts from the series of textbooks on the Russian language and literature ofthe Kazakh language school (7th, 8th, 9th grades), as well as the video clips of literary miniatures by E. Posashkova on Youtube channel were chosen as the sources for the study material. It was proved that the linguodidactic potential of semiotically heterogeneous texts is disclosed on the basis of a system of special tasks and exercises. The authors’ method of analysing semiotically heterogeneous texts in Russian language classes in Kazakhstan schools is offered. Their linguodidactic potential aimed at memorizing the main content of the text, developing the skills in the main types of speech activity and language aspects, influencing the students’ imagination, emotions, subconsciousness, ensuring the productivity of communication in the new information and communication environment is revealed. Prospective for the study is the study of the functional load of variative components of semiotically heterogeneous texts, their hypertextual connections and implementation in teaching Russian in Kazakh schools.