The article considers significant issues dealing with challenges in learning indigenous languages of the Republic of Tatarstan and improving young people's material and cultural standards through learning their mother tongues and the study of national culture. Theoretical and methodological aspects as well as content and technological support in studying local culture are a part of the university curriculum and have become urgent for Russian educational environment, though have not been substantially discussed yet. The authors propose a structural-and-functional model of national-and-regional components of the linguistic cultural environment in a technical university. The method of simulation is used to appraise implementation of nationaland-regional characteristics and peculiarities into cultural environment of a higher education institution, and consider it as a process of purposeful and conscious acquisition of knowledge about the language and culture of the local nations. As a result, there has been a structural-and-functional model designed proving positive implementation outcomes of local, national-and-regional, component in the linguistic and cultural environment of a technical university and its curriculum. The model comprises the following interrelated constituent elements: target, content, organization and impact. National and regional characteristics influencing the process of the language culture development have been identified and presented in the case study of a technical university; pedagogical conditions for developing language culture involving local nation language and its culture have been justified, and its significance proven for further consideration as a topic focusing on linguistic, historical, cultural and cross-cultural characteristics. The ideas and experience discussed in the paper may be of practical value to higher education institutions locating in multinational areas and dealing with the challenges of multinational community, to overcome ambiguity in language and cultural policy in the system of education. The model is focused on scientific and methodological aspects as a distinct approach to language and culture studies that in the Republic of Tatarstan is imperative demand of our time.

Education is now becoming a new system, oriented towards integration into the global information and education space. It is accompanied by notable changes in the organisation of the education process, which should be in alignment with modern technological potential. Technological and organisational improvements in education are facilitating a qualitative change in the methods and modes of education, which make it more convenient and accessible. Communication and Information Technology (ICT) is an important part of the ongoing modernisation of education. ICTs are a diverse set of technologies and techniques for processing information, most notably computers with the necessary software and telecommunications along with the content on which they are installed. It enables remote interaction between teachers and students, in other words, distance learning.

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The issue of systematization of the media language experience, accumulated by various media companies in the media development in terms of media convergence, is becoming ever more relevant nowadays. The authors show the research to the period of the history of 20 years of the development process of media language in terms of media convergence. The comprehensive changes in media language are considered. They occur at various levels of the media institutions: at the media language level as a sphere of creative activity, at the level of media language as a profession (journalism), at the level of media language as a media system, at the level of media language as a moral and ethical institution of the society, and at the level of media language as a sphere of business. 2 periods of transformation of media language under condition of media convergence are described: I Period (from the mid-second half of the 1990s to the 2010s); II Period (from the 2013 to this day). In the article the linguistic and extralinguistic changes of media language that took place at the different stages of the development of media convergence are identified and analyzed.

Научная работа рассматривает новый научный подход к решению одной из самых сложных проблем сопоставительного изучения фразеологического материала разноструктурных языков на семантическом уровне. Актуальность данной научной работы в том, что она помогает определить сходства и различия в языковой картине мира; выявить особенности разных языков; исследовать способы отражения действительности в языке; изучить языковую картину мира. Наше исследование показывает, что метод компонентного анализа обеспечивает более сложный и глубокий анализ описания семантической структуры фразеологического значения в английском и русском языках. Было проанализировано более 1000 фразеологических единиц из одноязычных и двуязычных фразеологических словарей, английских и русских толковых словарей с целью описания структуры английских и русских фразеологических единиц, выявления устойчивых семантических корреляций между ними. Также было представлено три типа межъязыковых фразеологических соответствий / несоответствий: семантические эквиваленты, семантические аналоги и частичные семантические аналоги. Результаты исследования показывают, ярко выраженное количественное преобладание семантических аналогов над семантическими эквивалентами, что можно объяснить особенностями развития двух отдаленно родственных языков. Дальнейшее исследование направлено на сопоставительное изучение способов перевода фразеологических единиц, не имеющих прямых эквивалентов (культурно-специфическая лексика) в других языках, что позволит переводчикам представить близкую к оригинальному смыслу интерпретацию.