We discuss issues related to rethinking the general status of a textbook as the main aid of teaching, its place and role in the system of teaching a foreign language (FL) at non-linguistic universities. A retrospective analysis of the main trends in the development of the concept of the foreign language textbook, the history of the transformation of its forms, functions and significance is given. The increasing role of modern multimedia textbooks and integrated digital linguistic educational environments as an alternative to the traditional textbook is shown. The need for the textbook authors to take into account modern scientific and methodic ideas about the target, content and procedural aspects of foreign language education is proved. The increasing relevance of intra-university publications is shown. An integrative methodology is proposed as a guideline for the development of the concept of a modern foreign language textbook at a non-linguistic university. The productivity of integrating profession-oriented foreign language training, the competencebased, communicative and intercultural approaches is substantiated. The contextual approach is considered as a way to actualize the profession-oriented vector of teaching foreign language at a non-linguistic university. It is shown that the implementation of the contextual approach requires that departments of foreign languages at non-linguistic universities of various profiles should specify the content of teaching a foreign language, in order to identify and clarify the features of professional communication of the specialists of a particular profile. In this case, it is necessary to take into account not only purely scientific and technical/ontological (subject context), but social, communicative, organizational aspects of communication (social context) as well. Summing up the results of the undertaken analysis, the author formulates the requirements for the content and structure of a modern textbook. A forecast is presented regarding the most probable directions of evolution of a foreign language textbook for non-linguistic universities.

World War One had an impact not only the development of international relations throughout the 20th century, but also led to the creation of air forces of different countries. More than 30 countries participated in the First World War. The British Empire, which fought on the side of the Entente, was one of them. During the First World War, the importance of the Air Force increased. It played a decisive role in gaining dominance amidst the aerospace. Aviation, which tasks included aerial reconnaissance and bomb attacks, evolved significantly. A huge number of new experimental military equipment have appeared. All of this produced a huge number of military slang terms. In this study, we will examine the slang terms that appeared in the slang of the British Air Force during the First World War, classify them and make a conclusion about the influence of the First World War on the development of military slang terms. During the training of specialists in the linguistic support of military activity, the topic of military slang remains understudied, which is why interpreters have difficulties in translating slang units. Therefore, the studying of this phenomenon can improve the skills of military interpreters and allow them to avoid major mistakes in their professional activity.

The 2019 coronavirus pandemic had a significant impact on the development of new innovative methods and forms of foreign language teaching that can organize distance or blended learning of a foreign language and continue to develop students’ subcompetencies that are part of a foreign language communicative competence. The project method is one of the problem-based teaching methods aimed at enhancing the speech-thinking activity of students in the process of completing a number of tasks. Its unique characteristic lies in the fact that this method can be used both in classroom and in blended or distance learning. However, despite the fact that in the methodic literature there are many studies devoted to the development of specific methods of foreign language teaching (aspects of language and types of speech activity) through information and communication technologies, the researchers did not come to a consensus on what stages the project methods should include. In our work, based on the analysis of the methodic literature, we identify eight stages of organizing the project work of linguistic university students. These include: 1) goal setting; 2) discussion of technical issues of organizing design work; 3) search, collection and processing of the necessary information on the Internet; 4) work on the project; 5) feedback from the teacher and students; 6) work to improve the draft version of the project; 7) presentation of the project; 8) project evaluation. An analysis of some well-known methodic studies devoted to the organization of project work of pupils and students is given, as well as a detailed description of stages of teaching.

Content and language integrated learning as one of the modern approaches to foreign language teaching for communication in the professional sphere is becoming more and more widespread in Russian universities. This approach is characterized by one distinctive characteristic – the dual purpose of learning. On the one hand, the CLIL course is aimed at the formation of professional foreign language communicative competence of students of a non-linguistic university. On the other hand, the CLIL course is aimed at students studying a specialized discipline, which serves as a subject-thematic core, on the basis of which exercises and tasks are developed, aimed at achieving the first goal – mastering a foreign language in the professional sphere. However, despite the didactic potential of integrated learning, the practice of applying the approach is rather limited. Based on the analysis of methodic works devoted to the description of the experience of Russian universities in the implementation of the methodology of content and language integrated learning, the experience of the Russian Academy of National Economy and Public Administration under the President of the Russian Federation in the implementation of CLIL courses is presented. The relevance of content and language integrated learning is described, and a number of key aspects of the development and implementation of CLIL courses in Russian universities are considered. These include: 1) selection of the subject-thematic content of the CLIL-course; 2) development of training materials for the CLIL-course; 3) professional development of the CLIL-course teacher and his motivation; 4) the level of students’ proficiency in a foreign language. Each of these aspects is described in detail in the work.

We define methodic principles of designing corporate language learning programmes thoroughly considering needs and possibilities of corporate language learners. These principles are based on the analysis of psychological and pedagogical fundamentals of teaching corporate students and foreign language teaching and aimed at increasing efficiency of corporate language courses. They are defined as follows: 1) basing teaching aims on learners’ needs and language teaching standards; 2) applying interdisciplinary approach to selection of language, content and methods; 3) adapting discourse to learners’ professional needs; 4) selecting and arranging language in a logical sequence; 5) applying skills-based approach to selection of learning content and technologies; 6) arranging learning content and materials into modules; 7) integrating various knowledge, skills and learning methods; 8) considering psychological and pedagogical fundamentals of teaching corporate students; 9) considering possible difficulties of corporate language learning context. These principles reflect needs and features of corporate students and can be used by developers of corporate language courses.

The definition of the concept of a computer game and the content of the parameters included in it are given. The types of computer games and how they are used for didactic purposes are considered. The main types of games include: design programs; dramatization (fairy tale constructors); developing computer programs aimed at developing visually-motor coordination in space; puzzles, games for the development of logical thinking; games for the development of attention and memory. The analysis of a number of advantages of computer games in the educational process is carried out. These include the following provisions: a large number of ways to provide information; a positive effect on the motivation and interest of students in the educational process; the variability of the ways in which the problems are solved, as well as control over their solution and formulation; a huge toolkit designed to control the activities of students; a beneficial effect on the development of introspection skills. We also consider the distribution of learning games according to different groups, depending on their nature of activity related to cognition. Game methodology and its basic principles are considered. The main principles are meaningfulness of learning; learning context; multivariance. The main suggestions for the proper use of computer games in the educational process are also considered. The main point will be the emergence of motivation to learn. Two fundamental principles of the motivation phase are also analyzed, which should be considered when choosing a computer game in the educational process. These include such principles of the phases of motivation as: research and culture. An analysis of how to use games, especially their educational part, to ensure a successful educational process is carried out.

We consider the main principles of constructivism (taking into account and developing the cognitive interests of students, encouraging mutual learning and activating peers as sources of learning), which underlie modern pedagogy and linguodidactics,. A comparison of a traditional lesson and a lesson based on the principles of constructivism is carried out, it is shown how the essence of assessment and the attitude towards it change at the present stage of development of education and in theory. Particular attention is paid to the problem of formative assessment, in particular, its specifics are discussed at different stages of teaching and the roles that are assigned in it to participants in the educational process – teacher, student and classmates. The definition of formative assessment is clarified and its various aspects are considered: the involvement of students in the process of goal-setting, self- and mutual control; the quality of the questions used by the teacher in the classroom and the quality of the feedback; subsequent use of the results of the final control for teaching purposes. The functions of formative assessment are revealed. The levels of formative assessment (low, medium and high) are analyzed, the choice of which depends on the learning context. The relevance of formative assessment to educational results with an emphasis on the development of subject and meta-subject skills in accordance with the Federal State Educational Standard of General Secondary Education is demonstrated.

We present an overview of traditional and modern methods used in teaching children a foreign language at an early age. Feasibility of earlier foreign language competence development and need for training specialists with a narrow focus in foreign language teaching in the preschool education system are justified. We describe the age and psychological characteristics of younger learners. The categories of learners are characterized depending on the type of information perception: visual learners, aural learners, verbal learners, physical learners, logical learners, social learners and solitary learners. The factors motivating them to learn are substantiated, including a foreign language acquisition. The authors describe the methods and techniques that are commonly used in teaching English, such as Total Physical Response, the Natural Approach, Audiolingual Method, Communicative Method, CLIL (Content and Language Integrated Learning).

The features of extracurricular work with foreign students in the format of meetings of the student association “Russian Club” are considered. The main goals, objectives and principles on which the classes are based are indicated. The most effective forms of extracurricular work are described, including intercultural communication training, master classes, project activities and educational excursions. We describe the traditional events held within the framework of this student association. The outline of the organization and holding of the meeting dedicated to the celebration of the Old New Year in Russia is presented. Brief information about the history of this holiday is given. All stages of the preparation and conduct of various competitions and festive tasks are considered in detail from a methodic and organizational standpoint, aimed for in-depth introduction of students into the meaning of the phenomena being studied and their authentic introduction to Russian national cultural traditions. The work is addressed to teachers of Russian as a foreign language.

We justify the need to develop communication skills among foreign students studying Russian, based on an interactive approach to learning. During their internship in Russia, students should not only learn the language rules and rules, but also get acquainted with the culture, customs and traditions of our country, learn to interact at the level of collective cooperation. Teaching the interested productive communication is not introduced separately into the learning process, but is manifested as a result of joint cognitive activities as a result of group learning subjects. Interactive learning in classes on the development of oral and written speech is a comprehensive development of international students. They develop communicative competence in the cognitive field (in the form of comprehension of their own communicative behavior on the basis of knowledge gained in the classes, existing norms and approaches), in individual personal properties (tolerant perception), in behavioral patterns (mastering verbal and non-verbal communication skills, etiquette norms), in emotional personality properties (receiving a positive charge from communication, trust in the teacher and his classmates, development of sincerity, interest, emancipation, psychological comfort in communication). We emphasize the polydirectionality of interactive teaching of the Russian language to foreign students and notes the effective role of interpersonal communication in the development of communicative competence, representing a new, creative individual educational result.

The issue of organizing the learning process taking into account the individual characteristics of students is getting more and more important in the conditions of a polyethnic educational space. We draw attention to the little-studied initial stage of mastering spelling by foreign children, who find themselves in unequal educational conditions associated with the need to perceive the material at the same level with native speakers, the same way of assessing the level of knowledge. The aim of the study is to describe the main linguistic difficulties of acquiring spelling skills at the initial stage of learning Russian by foreign students, and to determine methodic solutions for organizing Russian language lessons in a primary general polyethnic school. We analyze the main difficulties that arise among foreign language children when acquiring spelling material, consider pedagogical tools and methods for developing spelling skills, and offers organizational and methodic recommendations for the development of spelling literacy among foreign students. It is concluded that there is a need for purposeful work on the development of foreign students’ spelling literacy at the initial stage of education in a general school in a polyethnic educational environment, taking into account the peculiarities of the perception of educational material by them, the organization of systemic additional preliminary work aimed at the conscious mastering of the grammatical categories of the Russian language.

The ability to shoot for future law enforcement officers is an important and competitively oriented skill for entering, building a career in the law enforcement system, since weapon training is part of the professionally applied combat and physical training of employees of state departmental structures. Training and improvement of shooting skills is carried out within the framework of conducting weapon training classes. We consider the methods of teaching weapon training for students of specialty 40.05.01 “Legal Support of National Security” on the basis of a civil university – Derzhavin Tambov State University. A weapon training session is the foundation that lays both primary shooting skills and, subsequently, a platform for improving and honing skills. Most of the weapon training classes are not theoretical, but practical. The main methods of teaching both theoretical and practical lessons in weapon training are considered. However, the existing methods of teaching and learning shooting skills does not meet modern practical challenges. Currently, practical exercises for conducting weapon training classes, which are regulated and recommended by the relevant regulatory legal acts (not only general methodic recommendations for training students in civilian universities, but also orders and instructions from specialized educational institutions of law enforcement agencies) do not correspond to the real conditions and situations of the use of firearms. In particular, it is worth considering the fact that calm and quiet conditions for firing a shot are only opportunities in a practical lesson. In real life, weapons have to be used in extreme situations and in conditions of a difficult mental state. In this regard, there is a methodic adaptation of the teaching of the discipline of weapon training to the modern practical realities of the trafficking and use of weapons.

The study is devoted to the problem of the influence of the completion of sports activity on the state of the organism of swimmers with musculoskeletal disorders. Adaptive sports have been actively developing in recent years in the world and in Russia. Swimming in sports for people with musculoskeletal disorders is one of the most popular sports disciplines, as it contributes to the rehabilitation and social integration of those involved. Adaptive sports cannot continue throughout life, in connection with which the issues of the functional state of former swimmers with musculoskeletal disorders, members of the Russian national team, are relevant. Two years after the cessation of their sports activity, a laboratory examination of the rheographic characteristics was carried out to compare and evaluate the studied indicators obtained during and after the end of the adaptive swimming lessons. The results obtained confirmed the position of the need to continue recreational and rehabilitation activities to maintain optimal physical shape by former athletes, especially those with deviations in health. We believe that athletes and adaptive sports specialists will use obtained results to improve the quality of life of people with disabilities.

In the physical education of preschool children, the development of basic movements depends on the manifestations of motor qualities – speed, strength, endurance, which to a greater extent expand the functional capabilities of the child’s body. With insufficient development of physical qualities, teaching physical exercises is difficult, and in some cases even completely impossible. In this regard, in our study, we consider the effectiveness of using subjects in rhythmic gymnastics classes with preschool educational institutions. The research is devoted to physical education of preschoolers by means of rhythmic gymnastics. The work gives the characteristics of the imaginative and playing rhythmic gymnastics. The methodic features of using subjects in rhythmic gymnastics classes in preschool educational institutions are listed. We present the results of a comparative pedagogical experiment, the purpose of which is to reveal the effectiveness of the use of imaginative and playing rhythmic gymnastics exercises with gymnastic sticks in the classroom with children aged 6–7 years. The work shows the importance of rhythmic gymnastics, its influence on the development of physical qualities in preschoolers.

Based on the analysis of the current state of pedagogical science and practice, a number of topical issues are identified that require further study and expansion of practical implementation of ethnopedagogical achievements in the educational activities of higher education. Modern pedagogy increasingly forgets about the previous historical experience of teaching and upbringing. “Innovative” technologies are declared, which actually turn out to be ancient humanitarian technologies. This includes private teaching, in the form of working in pairs. Upon careful analysis, it turns out that this form of education took place in ancient times in folk pedagogy. Paired learning was used in the middle school of the 20th century and has not lost its popularity nowadays. We conclude that the content of the educational process of higher education can be modernized by including innovations based on traditional ethnopedagogical technologies. Among them, special attention is paid to individual and group teaching, which has received new forms and areas of application in modern pedagogical methodology. We share the experience of using learning in pairs in the process of teaching foreign languages to students of the University under the Interparliamentary Assembly of EurAsEC. This technology allows graduates to improve their level of training and acquire skills of effective intercultural communication.

We discuss the principles of project work of students in a higher educational institution. Examples of teaching students in information specialties are given on the example of the basics of programming and design in the system of higher education in Europe and North America. Roles of distance and traditional education and the choice of individual trajectories in this learning are shown. Particular attention is paid to the description of the game team forms of learning when working in environments of three-dimensional modeling and prototyping. The different roles of the teacher at each stage in all game projects for the construction of complex design details are described. We show examples of the developed design work at the Derzhavin Tambov State University when working with 3D graphics and reducing it to three-dimensional printing, as well as embedding the results of work in sites and blogs and other Web 2.0 resources. The key stages of the team games are presented, including the selection of the team captain using the R. Belbin psychological role test and the professional qualities of students. Such work can be successfully scaled up to all areas of university preparation, as well as to profile areas for students of secondary specialized institutions. It is concluded that the knowledge of three-dimensional modeling and prototyping is consolidated in the course of the final game team work on the construction of a complex structure or a series of architectural structures.

We describe communicative competence as one of the key competencies of modern high school students, which is a resource for effective future professional realization. The research revealed the content of communicative competence, which is determined by more complex communication processes and network interactions. The stages, components and conditions for the development of communicative competence are identified, the levels of development are determined, psychological and pedagogical techniques and technologies for the development of communicative competence are proposed, and a supplementary general educational and developmental program of a socio-pedagogical direction “School of Successful Communication” is developed. The results of the research can be used to organize the development of communicative competence in the system of supplementary education. The main feature of the program is its variability and possibility of realization in both full-time and distance format.

We discuss the problems of measuring the results of reading literacy in the context of the Kazakh academic discourse. Possible formulations of test items are analyzed, aimed at checking the implementation of the strategy for the development of functional literacy. The problem under consideration is very relevant in the context of the modernization of the school education system in Kazakhstan.

We analyze the missionary activity of the Bishop of the Russian Orthodox Church Porphyrius (Konstantin Aleksandrovich Uspensky) in the territory of Palestine, which was part of the Ottoman Empire in the period under study from 1847 to 1853. Porphyrius’s preliminary exploration of these lands to justify the expediency of establishing a Russian Ecclesiastical Mission in the region, and the patronage of this idea among the authorities of the Russian Empire, including the Chancellor Count Nesselrode and Emperor Nicholas I, are shown. We consider the educational and charitable activities of Bishop Porphyrius among the local Orthodox population, including the provision of financial assistance in the creation of public schools and a theological school for the training of clergy from the local Arab population. It is noted that along with missionary work, research activities were extremely important for the bishop. As an orientalist, Porphyrius described local church folklore, collected relics and copied manuscripts, and described his observations. It is noted that his colleagues also sought to reveal to the Russian society the history and culture of the Middle East; in particular, the seminarian Solovyov made sketches of the area. The relations of the bishop with the Russian and Austrian consuls are described.

The work examines the socio-economic and cultural development of Kizlyar and the adjacent villages in the context of the national policy pursued in the city by the tsarist administration in the period 20-60s of 19th century. The main research method used in the work is the narrative method, as well as adherence to the principles of comprehensiveness and consistency of historical knowledge of the research issue. Archival materials and available literature are used as the main research base. We make an attempt, on the basis of available sources and literature, a detailed analysis of the contribution of the Armenian and Georgian diasporas to the economic and educational activities in the Kizlyar region. We show the leading role of the Armenian and Georgian merchants in the process of involving the region (a number of cities in the North-Eastern Caucasus) into the trade and economic space of the Russian Empire. The work reveals the trade and economic specialization of the city’s diasporas, which later became the basis of industrial production in Kizlyar. We also highlight the issue of educational activities of the Armenian diaspora, the emergence of the first private schools founded by the Armenian community of the city of Kizlyar. The work shows, using the example of the activities of representatives of the Armenian and Georgian diasporas, the process of civil colonization of the region – as the main method for bringing closer relations between the centre and the outskirts.

Reconstruction of the biography is a form of historical analysis. Based on the tools of the historical and biographical method, an attempt is made to restore the biography of the historian, teacher, public figure and director of the Belgorod Teachers Institute from 1913 to 1918 – Petr Alexandrovich Dyakonov (1857 – after 1918). Based on the results of research work with published statistical and reference-legal and unpublished historical sources from the funds of the Russian State Historical Archive, State Archive of the Russian Federation, Central State Historical Archive of St. Petersburg, State Archive of the Belgorod Region, scientific biography and main stages of professional development of P.A. Dyakonov are reconstructed. Data are restored and his activity in educational and public institutions is analyzed: Tambov Governorate, work in a position of the ruler of Affairs of the Tambov Scientific Archive Commission, Volchansk Teacher Seminary of the Kharkiv Governorate, Directorate of Public Schools of the Don Army Region and Tambov Governorate and Belgorod Teacher Institute of the Kursk Governorate is considered in detail. We analyze the activity of the Belgorod Teachers Institute in the pre-revolutionary years. The list of teachers of the Teachers Institute in Belgorod for 1916 is restored. According to the results of research activities with the funds of the Belgorod State Museum of Local History, a portrait image of P.A. Dyakonov is identified.

The relevance of the topic of food apportionment and the Antonov’s uprising is explained by the centenary of these events and the preservation of different approaches and opinions among historians on these issues. It is important to study the northern and western districts of the Tambov Governorate, which did not take a significant part in the Antonov’s uprising, since undeservedly little attention is devoted to this topic. The main objectives of the study are to analyze the economic and economic situation in the “non-insurgent” counties in the context of their comparison with the southern counties (Tambovsky, Kirsanovsky and Borisoglebsky Counties) on the eve of the Tambov uprising of 1920–1921. To solve the set tasks, statistical information was used on the natural growth of the population, the size of cultivated areas, crop yields, etc. The significance of the work lies in the fact that the study adds more factual material about the reasons for the low level of social aggression among the peasantry of the northern and western counties on the eve of the insurrectionary movement in the Tambov Governorate.

We examine the provisions situation in the early 1918 in the producing regions of Russia using materials from the Tambov Governorate. Published documents indicate a strong rise in prices for consumer goods, the population was concerned about high prices for food. The provisions problem was clearly taking on political overtones. The Bolsheviks who came to power did not only impose power, proceeding from their political and economic preferences, starting socialist transformations and fighting the remnants of the old organs of power. All this is shown in published sources on the peasant movement that swept the province, as well as in memoirs, witnesses of all those problems associated with food and the deterioration of the political and economic situation in the city and the governorate as a whole. In particular, the Soviet power immediately faced huge provisions problems, both inherited and generated by their own requisitions, as well as with the peasant protest movement. The peasant movement itself, caused by hunger and chaos, in the future will play a huge role in the policies pursued by the Bolsheviks. Documents and memoirs can serve in the study of the state of the population in the specified period.

We consider the stage of development of library business in the Tambov region during the formation of Soviet power. We describe the systematization in the funds of state and trade union libraries of books nationalized from private collections, the reconstruction and expansion of the network of local (district and sub-district) libraries, reading rooms, mobile libraries that contributed to educational work among the population of the region. The activities of the new government on administrative regulation of the system of relations between libraries, libraries with other cultural and educational institutions and local authorities are studied. The work shows the activities of the management of the Central Governorate Library (CGL) to improve labor discipline, the level of education and political literacy of librarians. We describe the management of the Central Governorate Library and its policy of hiring employees, the fight against the manifestation of personal conflicts of librarians in the workplace, the theft of books and careless attitude towards them. Mass events that were practiced along with the distribution of books in the library are considered: meetings of political education, excursions for pioneer children, atheistic anti-religious evenings. We describe the creation of children’s and youth departments that contributed to the development of education. It is shown that the library staff created a developed system of libraries in the region, which allowed to meet the cultural needs of the population.

The work is devoted to the study of forms, methods, approaches, peculiarities of functioning and problems of development of the system of party and political education in the Far East of the USSR in the 1930s. Based on the analysis of archival documents, it is substantiated that many problems of the development of this system were due to its isolation from the basic party and political educational centers and dictated the specific features of its functioning. They are associated with the limited material and human resources, its frequent substitution with economic activities, as well as indifference to it on the part of party and economic leaders in the field. It is proved that this, in turn, led to an underestimation of the importance of party training on the part of workers and employees, their poor coverage of education and a low degree of attendance at training events. The central and local party and political leadership constantly tried to solve the problems that hindered the progressive development of party and political education. However, despite their actions to strengthen organizational, control and other measures for the development of party and political education, the situation remained complex and ambiguous.

This work is devoted to the study of the characteristics of the young generation’s perception of the foreign policy of the Soviet leadership in 1937–1941. The specificity of the development of the image of a foreign enemy in the minds of young people is shown. The main mechanisms of the development of patriotic sentiments of young people are investigated. As the survey of public attitudes has shown, the majority of young men and women, despite the changes in foreign policy, were preparing for war. As a result of the active work of propaganda structures, the prestige of the army service increased, and the day of conscription became one of the most longawaited moments of adolescence. A sense of duty and personal responsibility for the future of their homeland contributed to the strengthening of the conscious patriotism of the younger generation, which testified to the high efficiency of the entire system of military and patriotic education on the eve of the Great Patriotic War.

The study is devoted to the development of humanitarian cooperation between the regions of the two states – the Amur Region (Russian Federation) and Heilongjiang province (People’s Republic of China). We analyze the development of humanitarian relations between these neighbouring territories from the late 1980s to the present. The main normative and legal acts of the interstate and interregional levels that have influenced humanitarian cooperation are considered. The factors influencing the development of Sino-Russian relations in the border area, related to the difficult social and economic situation of reforms in Russia in the 1990s are noted. We consider the position of the leaders of the Amur Region in relation to the development of humanitarian relations with the neighbouring region of People’s Republic of China. The main directions of humanitarian cooperation between the Amur Region and the border territories of China (first of all, with the province of Heilongjiang) in the field of tourism, culture, sports, as well as in the educational space are highlighted. It is proved that the development of Sino-Russian interstate relations since the late 1980s can be described as progressive and stable. The conclusion is made about the features of cooperation with the regions of the People’s Republic of China, the significant role of the geographical position of the region in the development of international interaction, as well as the stability of the rate of convergence in the field of humanitarian cooperation between the two countries.

The study is devoted to the analysis of research texts of the historiographic development of the history of entrepreneurship in pre-revolutionary Siberia. Modern historiography has accumulated a great deal of factual material. Historians have published monographs, thematic collections, articles, abstracts, reviews, reports, bibliographic indexes, encyclopedias and reference publications, the councils defend candidate and doctoral dissertations on various problems in this area. The genre variety of scientific literature about business people reflects a broad professional and public interest in trade and other business activities and contributes to the coordination of research activities. Domestic historiography of the history of merchants and entrepreneurship in Siberia is represented by a significant number of works by historians of the region. The purpose of the study is to analyze the research text as a form of organizing speech material in the scientific discourse of studying the history of entrepreneurship in Siberia in the second half of the 19th – early 20th centuries. We use the methods of historical research, based on the analysis and generalization of research by other researchers, with the application of the principle of historicism, which made it possible to apply the historical-logical, historical-systemic methods. The region-oriented approach made it possible to study more fully the features of scientific texts in the historiography of the history of entrepreneurship in Siberia. The research results are as follows: scientific historical discourse is characterized by a certain set of norms, stereotypes of thinking and behavior; scientific communication plays a significant role in the life of society; genres act as a means of organizing and formalizing interaction in the scientific community; text as a form of organizing speech material in scientific discourse is characterized by the originality and recognizability of style, compositional structure.