The article is devoted to the problem of speech disorders caused by local brain damage. The purpose of the study is to demonstrate different tests for diagnosing aphasia developed in European countries and Russia. Four out of these methods have passed significant approbation and are widely used for testing the speech of the patients with aphasia. The other three were created recently and reflect current data from neurolinguistics. The authors used a descriptive method to present the testing systems. The study showed that European classifications of aphasia differ from Russian ones. There is a problem of discrepancies in diagnosis when using different methods. It was noted that there is a culturally specific marker of diagnosis in accordance with the research traditions of different countries and cognitive and mental characteristics of the patients who speak different languages. Modern approaches to working with aphasia are associated with neuropragmatics, research of metalinguistic abilities and augmentative / alternative communication. The prospects for diagnosing speech localization in the brain are found in the combination of methods of neuropsychology and neuroimaging and in the use of artificial intelligence. The problem of post-stroke speech disorders is relevant and requires the combined efforts of speech therapists, linguists, neurologists, and neuropsychologists

Modern linguistic research is characterized by a quick reaction to the world events, a response to the challenges of our time in various spheres of public life, a tendency to find an explanation for new linguistic and social phenomena through the cultural and historical perspective. On the one hand, this trend stimulates interest in regional studies, whose topical issues are related to translation of values in constructing the image of the region, revealing of cultural information on the material of local toponyms, solving the problems of contextually determined bilingualism and language policy in the regions with indigenous population. On the other hand, interest in the study of other cultures does not decline and still has vast scientific potential due to the possibility of a more detailed immersion in the peculiarities of cross-cultural communication and the use of new methodological tools for its study. Modern technologies make it possible to use the resources of the Web networks for solving research problems, thereby expanding and enriching the spheres of discourse interaction

The article is devoted to the study of communicative restrictions (taboo) in the academic space of the People’s Republic of China. Taboo in Chinese linguistic culture is based on the dominant principle of Chinese ideology – the principle of “saving of face” (face-saving), which allows people to effectively build harmonious relations in the academic community. The aim of the study is to identify the specifics of communicative restrictions in formal and informal academic communication within the framework of asymmetric, unequal, relations (“teacher – student”, “research supervisor – student”) and symmetrical, equal, relations (“teacher – teacher”, “student – student”). With the help of ethnographic, descriptive, and contextual analysis methods, the authors identify and present seven most relevant topics of taboo functioning in the process of formal and informal academic interaction. The results of the study can be used in theoretical and practical courses on communicative linguistics, discursive linguistics and discourse analysis, pragmalinguistics and intercultural communication. In addition, the work may be useful in developing cross-cultural trainings in the framework of interaction with China on academic mobility programs