Methodological routes of linguoculturology: narrative dimension of values

The article examines three areas of linguoculturology development, namely studying concepts, character types, and plots in relation to methodology. An advanced model of linguacultural concept analysis in school language education is presented. The model is based on three linguistically significant vectors of understanding in communication, i. e. designation-recognition, comprehension-interpretation, and action in relation to linguocultural concepts, literary plots, and discourse types. The study expands the conceptual toolkit of methodological linguoconceptology introducing axiological linguonarratology terms (narrative motif, axiological situation). Moreover, the paper interprets examples of axiogenic situations, as well as the behavior and worldview norms stemming from them in an author’s literary text, parables, proverbs, and ironic Internet poetry. The main research methods are systemic and problem analysis in conjunction with interpretative linguonarratology methods. On the one hand, the development of a new methodological route of linguoculturology and linguoconceptology (as part of the former) is assumed to contribute to the preservation and promotion of values in the linguistic consciousness and communicative behaviour of the younger generation. On the other hand, it will result in philological knowledge integrity outlining the intersection points for two methodologies, i. e. the Russian language and literature, within the frameworks of three anthropological philology areas (conceptology, plotology, and pragmalinguistics). The article concludes that the value basis formation of the digital generation existence and the acquisition of personality national and cultural regulators require updating the language education content and expanding the interdisciplinary scientific toolkit.