This paper aims to demonstrate the effectiveness of the Conversation Analysis Tool in the context of teaching world literature to senior students majoring in English philology. The authors present their experience of undertaking a three-month online course “Constructive Classroom Conversations: Mastering Language for College and Career Readiness,” hosted by Stanford University, and discuss the benefits of applying this tool at universities. The study describes the basic mechanisms of the Conversation Analysis Tool aimed at developing specific communication skills in students of English for Speakers of Other Languages. The central research question is whether this method is as feasible for teaching literature as it is for language classrooms. The authors demonstrate their takeaways from applying this technique in teaching world literature, namely, analyzing literary dialogues in different classroom activities. The research findings indicate that the Conversation Analysis Tool is an efficient method for the formative assessment of senior students in the world literature classroom. This technique helps students reveal the pragmatic features of fiction dialogues, the writer’s narrative intentions, and the reader’s expected reception. The suggested method also demonstrates students’ progress in the studied topics and identifies possible gaps in mastering the educational content. The significance of the study extends beyond the specified context, as the search for novel instruction techniques targeted at improving communication skills in the 21st-century globalized world is relevant for any educational sphere. Consequently, the research findings of this paper can be applied in different teaching settings.

Der moderne literarische Prozess bietet zahlreiche Möglichkeiten für die Rezeption und Interpretation existenzieller Marker. Die Suche nach gedanklichen und semantischen Dominanten, die das existentielle Paradigma umreißen, führt den Forscher in kategorisches Labyrinth, in dem jedes neue Phänomen neue Fragen über das bereits scheinbar Verstandene aufwirft. Der metamoderne Diskurs zeigt die Notwendigkeit, den Begriff der Schuld als modellierenden Faktor auf der Ebene eines Kunstwerks zu definieren. Der Artikel bietet eine poetische Projektion des Begriffs “Schuld” im Prisma seines philosophischen Verständnisses in literarischen Werken. Dabei werden insbesondere die konzeptionellen Unterschiede in der Auslegung dieses Begriffs in den verschiedenen Epochen der Literaturgeschichte herausgearbeitet. Die Analyse des Prozesses der künstlerischen Modellierung und der weiteren Rezeption durch das Prisma der Schuld wird am Material des Romans des modernen amerikanischen Schriftstellers Jonathan Safran Foer “Unheimlich laut und unglaublich nah” durchgeführt. Um das semantische Paradigma der Schuld zu umreißen, wird vorgeschlagen, die verwandte Kategorie der “Verzeihung” kontextuell zu betrachten.

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The metamodernist mood of the modern era increasingly clearly correlates with the transformation of literary methodologies and methods of reading, analysis, and interpretation of literary texts. The study of the genre specificity of the novel is one of the essential segments of the latest scientific studies, given its flexibility and significant textual representation in various national works of literature. This paper offers a critical review of the key stages in the history of the study of the novel as a literary genre, as well as shows the possibilities of understanding the poetic aspects of the author’s style. The material of the research relies on the novels by the Canadian writer Lucy Maud Montgomery and the US writer Eleanor Porter. Both authors belonged to the same historical and cultural era; their work has many typological parallels due to objective factors. At the same time, the modernist worldview was embodied in each stylistic manner in its own way. Comparison of individual styles makes it possible to carry out a typological analysis within a particular genre with access to the study of common sources of image creation, as well as modeling the interpretive paradigm of metamodernism in the projection on the literature of different historical periods taking into account national characteristics. At the same time, the research opens up the prospect of expanding the methodological horizons of narratology for its progress beyond its “boundaries”: outside of literary studies, in a significant context, as well as in space outside of fiction.

The metamodernist mood of the modern era increasingly clearly correlates with the transformation of literary methodologies and methods of reading, analysis, and interpretation of literary texts. The study of the genre specificity of the novel is one of the essential segments of the latest scientific studies, given its flexibility and significant textual representation in various national works of literature. This paper offers a critical review of the key stages in the history of the study of the novel as a literary genre, as well as shows the possibilities of understanding the poetic aspects of the author’s style. The material of the research relies on the novels by the Canadian writer Lucy Maud Montgomery and the US writer Eleanor Porter. Both authors belonged to the same historical and cultural era; their work has many typological parallels due to objective factors. At the same time, the modernist worldview was embodied in each stylistic manner in its own way. Comparison of individual styles makes it possible to carry out a typological analysis within a particular genre with access to the study of common sources of image creation, as well as modeling the interpretive paradigm of metamodernism in the projection on the literature of different historical periods taking into account national characteristics. At the same time, the research opens up the prospect of expanding the methodological horizons of narratology for its progress beyond its “boundaries”: outside of literary studies, in a significant context, as well as in space outside of fiction.