In this study, for the first time, the role of formula units in the organization of the style and genre of Kazakh zhyrau oral poetry of the XV–XVIII centuries is explored. The main goal of the paper is to study the poetic technique and formulary of zhyrau oral poetry, to identify and describe their connection with ancient historical and genetic sources: suggestion, magic and rhythmic incantations, as well as a description of their direct function – the organization of the style and genre of oral poetry. Formula-style units were studied for the first time on the material of the heroic poetry of zhyrau of the XV–XVIII centuries. For the first time in scholastic research, the Parry-Lord method of oral theory is also used, which attaches the most basic importance to formulas and poetic technique in the organization of the text.The historical-genetic and structural-semantic methods of studying the text were used, which made it possible to identify the patterns of emergence, development and functioning of the zhyrau art of the XV–XVIII centuries as traditional, but dominant, the types and functions of formulas and formula formations. The practical value of the paper lies in the further development of this method on the material of other carriers of the oral poetic culture of the Kazakh people, in writing the monograph ―Poetic Word in Myth, Rite and Ritual‖, dedicated to the oral poetic culture of the Kazakh people and prepared for publication within the Project of the Ministry of Education and Science of the Republic of Kazakhstan ―The study of the artistic-defining system, "formal stylistics" and grammar of zhyrau poetry of the XV–XVIII centuries. Frequency Dictionary‖ (under the Program of Grant Financing of Scientific and Technical Projects for 2021–2023 by the Ministry of Science and Higher Education of the Republic of Kazakhstan), [ИРН AP09261377].

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.