Introduction.

The paper is devoted to the design of bilingual phraseological dictionaries, in this case - the Russian-Arabic phraseological dictionary, in the framework of pragmatic and cultural orientation. The article analyzes the existing phraseological dictionaries, which are used to derive criteria for creating an educational Russian-Arabic dictionary. Along with this, the stages of its construction are described. The article examines the criteria for selecting phraseological units

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© Ghezaili N., 2020

and aphorisms and composing a language minimum, in which phraseological units and aphorisms with a cultural component of semantics are of particular interest. The methods of semantization of these language units are analyzed, among which special attention is paid to cultural commentary.

According to N.I. Formanovskaya, “The pragmatic potential of language and communication is associated with a person's attitude to linguistic signs, with the expression of his attitudes, assessments, emotions, intentions in the production (and perception) of speech actions in statements, in the discourses of a unit” [1, p. 56].

On the other hand, the symbiotic relationship between language and culture is beyond doubt. Scientists and philosophers have studied this phenomenon since time immemorial. However, it received theoretical substantiation relatively recently within the framework of cultural linguistics, “highlighting as an object: language as a reflection and fixation of culture and culture through the prism of language <...> as a subject: units of language and discourse that have a culturally significant content” [2, p. 12].

The specificity of phraseological units and aphorisms is that their use in speech is not accidental. This is their pragmatic function.

The complexity of teaching these language units in a foreign audience consists in the comprehensive disclosure of their pragmatic potential and national and cultural specifics in order to use them correctly in the speech of students.

In this regard, educational bilingual phraseological dictionaries can provide a good service.

We believe that the methodology of modern educational bilingual phraseography should be flexible enough to not only highlight the functioning of language units in the language, but also to present their cultural richness, as well as to reflect in an optimal way the pragmatic effect created by these units in the communication process.

Research methodology.

Russian and Arabic phraseological units and aphorisms are the subject of our research. The object of the research is to identify the criteria of building an educational Russian-Arabic phraseological dictionary.

The material of the study was explanatory phraseological dictionaries: "Phraseological Dictionary of the Russian Language", ed. A.M. Molotkov, "The Big Phraseological Dictionary of the Russian Language", ed. V.N. Telia, "Dictionary of Russian Proverbs and Sayings" by V.P. Zhukov; bilingual phraseological dictionaries: "Russian phraseological units in pictures" M.I. Dubrovin, "Educational Russian-Arabic phraseological dictionary" A.M. Favzi and V.T. Shklyarov, as well as examples taken from them.

The communicative-pragmatic method, experimental method, observation method, component analysis method, continuous sampling method, and systematization method were used in the design of the educational Russian-Arabic phraseological dictionary.

Research results.

The article analyzes explanatory and bilingual phraseological dictionaries of different epochs, shows their advantages and disadvantages. The article examines the structure of phraseology, outlines the stages of building an educational Russian-Arabic phraseological dictionary, and suggests criteria for selecting, classifying, and semanticizing phraseological units and aphorisms.

Phraseography is a relatively young science that dates back to the 50-60 years of the last century. Among the famous phraseographers are A. M. Molotkov, A. M. Babkin, S. I. Ozhegov, V. P. Zhukov, V. L. Arkhangelsky, Yu. A. Gvozdarev, V. N. Telia, and others.

At that time, "in S. I. Ozhegov's article "on the structure of phraseology" (1957), an attempt is made to determine on what scientific bases a phraseological dictionary will be built, which will reflect all the specific forms of functioning of a phraseological unit. In this article, Ozhegov introduces the concept of phraseology in the broad and narrow sense of the word and the concept of the reference word of the phraseological unit" [3, p. 8-9].

However, according to N. M. Shansky," there is no Phraseological dictionary that would interpret all phraseological turns of the modern Russian literary language from the lexical-grammatical and expressive-stylistic points of view" [3, p. 9].

In this regard, A. M. Babkin noted, «Phraseological units find their place in general explanatory dictionaries. But the purpose of the special dictionary is to fully identify their stock in the modern Russian language and to provide a detailed lexicographic description of each phraseological unit" [4, p. 9-10].

More than half a century later, research in phraseography has improved. This is evidenced by the emergence of a new generation of explanatory and translated phraseological dictionaries.

The creation of translated phraseological dictionaries is an even more complex and painstaking work that requires the phraseographer to have solid knowledge of phraseology in different languages and its aspects: historical, theoretical, structural-semantic, grammatical, functional, stylistic, linguoculturological, phraseographic, translation theory, etc.

The difficulty of developing phraseography is directly related to the mysterious nature of phraseology. In this regard, V. M. Mokienko emphasizes that "the dialectical unity of stability and variation of phraseological units ensures their functioning and constant development of phraseology" [5, p.10].

There is no doubt that the creation of any dictionary should be based on a thorough analysis of previous works. We have selected and analyzed phraseological dictionaries of different epochs in their chronological order, thus reflecting the stages of phraseography development.

The first known explanatory phraseological dictionaries include the Phraseological dictionary of the Russian language, edited by A. I. Molotkov (1978) [1**].

This dictionary contains more than 4000 dictionary entries. The merit of its authors is that they were first made a successful attempt to show various forms of the use of phraseology interpreted different meanings of idioms, given their synonyms and antonyms, and a stylistic coloring, some of them accompanied by etymological reference. Finally, phraseological units are illustrated with quotations from the fiction of the XIX-XX centuries. The Preface of this dictionary is of particular interest, since the author comprehensively covers phraseology in it. It thoroughly describes the phraseology, its difference from the word, on the one hand, and phrases, Proverbs, sayings, winged expressions, on the other. It is shown how phraseological units relate to each other, and their categorical features are presented. The Preface ends with a description of the principles of arrangement of phraseological units in the dictionary. Note that in this dictionary, unfortunately, aphorisms (Proverbs, sayings, catch phrases) do not find their place.

It is impossible to ignore the Dictionary of Russian Proverbs and sayings By V. p. Zhukov (1967) [2**].

The value of this dictionary, from our point of view, begins with the preface, which sheds light on the place of proverbs and sayings in the phraseological system of the Russian language, on the difference between proverbs and sayings, and on the features of their functioning. Then the dictionary entries indicate the nature of expressions (proverb or saying), their stylistic color. Proverbs and sayings are shown in examples from the fiction of the XIX-XX centuries.

Among the translated dictionaries, our attention was drawn to the source "Russian phraseological units in pictures" by M. I. Dubrovin (1987) [3**].

This Russian-English dictionary, although its name does not indicate the presence of English, contains 600 dictionary entries with transliteration, with translation into English and with an English equivalent. This dictionary begins with a short Preface in English and an index of phraseological units. Its uniqueness lies in the fact that its authors selected only Russian idioms with a deducible internal basis, for example: eyes run away, sit in a puddle, get out of a rut, etc., in order to illustrate the literal meaning of the idiom and its figurative meaning with the help of humorous drawings. It is interesting to note that even idioms with a cultural component of semantics are explained through drawings. For example, the phraseology eat a pood of salt is illustrated using an old Russian measure of measurement-a pood in the form of a bag of salt weighing 16 kg [3**, p. 235].

We note that the principle of visibility is the leading one in teaching foreign languages.

Drawing attracts attention and increases interest in the object being studied, helping students to reveal the internal form of phraseology, which helps to activate the associative links between the meaning of words of free use and the meaning of turnover in general, and thus the correct understanding of the image contained in them.

Russian-Arabic dictionaries, however, stand out only "Educational Russian-Arabic phraseological dictionary" by A. M. Favzi and V. T. Shklyarov (1989) [4**].

This dictionary contains about 900 dictionary entries and is intended for advanced Arabic-speaking students. The authors included in this dictionary not only Russian phraseological units, but also some Proverbs and sayings. For each phraseological unit in Arabic, an interpretation is given, an indication of the scope of use, and a morphological and syntactic characteristic. Russian phraseological units and aphorisms are not only translated into Arabic, but also shown in quotations from Russian fiction of the XIX-XX centuries, periodicals and the press, which are also translated.

However, it seems to us that this dictionary does not adequately highlight the culture of the Russian people, which is extremely necessary when teaching Russian as a foreign language.

Among the explanatory phraseological dictionaries of the new generation, developed in the framework of cultural linguistics, we will name the well-known "Big phraseological dictionary of the Russian language", ed. V.N. Telia (2006) [5**].

Creating this dictionary took many years of hard work. It comprehensively processed more than 1,500 dictionary entries, which represent figurative and semantic nests of phraseological units. This dictionary begins with a Preface and ends with an afterword, in which phraseology is considered within the framework of the interaction of language and culture, therefore, phraseological units are interpreted as signs of the language of culture. The afterword presents the historical and temporal characteristics of the stages of phraseology development.

The advantage of this dictionary is, first, that it indicates for the first time the situation in which phraseology is used, second, stylistic marks and quotes from all genres of written speech, including the Internet, and third, phraseological units are accompanied by a cultural commentary, in which " etymological information is provided in the case when the figuratively motivated image of phraseology is obscured; country-specific reference and definition of the role that the phraseology performs in the concept sphere of culture as its sign, acting as a symbol, standard or stereotype, in other words, how the phraseology is correlated with the codes of culture. The country study reference is given on the condition that the figuratively motivated meaning is associated with features characteristic only of the life of the Russian people" [5**, p. 12].

A skillful combination of etymological and country-specific references, which provide valuable information about the history, culture, and traditions of the Russian people, make up the scientific novelty of this dictionary.

The presence of a pointer makes it easier to find the right phraseology. This dictionary is dedicated only to phraseological units and is intended for a wide range of users.

Therefore, the dictionaries we analyzed lead us to the conclusion that the correct perception and use of phraseological units and aphorisms of the Russian language by foreign students requires an adapted educational bilingual phraseological dictionary.

In this regard, we conducted a ascertaining experiment at the Russian language Department of the faculty of Philology of the University of Algiers, which took place in 2019 and covered students of the advanced stage of training (2nd and 3rd courses), in order to find out the following:

1) what phraseological units and aphorisms of the Russian language are used by Algerian students in oral and written speech;

2) is their scope of use correct;

3) how do students perceive the phraseological units and aphorisms they have studied;

4) how much the organization and presentation of these units affects their active assimilation.

The experiment involved performing two types of work: written work and two oral tasks. According to oral practice, the teacher offered a conversation with each subject separately based on the text passed. The subjects had to retell the text, and then, using the studied material (phraseological units and aphorisms), give a portrait description of a person. A text with omissions was suggested for the letter. The subjects had to choose from the reference material and insert a phraseological unit or aphorism that was appropriate in meaning.

Processing the results of a cross-section of the ascertaining experiment, presented in the lower table, revealed the following:

1) despite the fact that students have shown great interest in phraseological units and aphorisms, there is still a lack of genuine communication;

2) poverty of the content of statements;

3) students avoid using phraseological units and aphorisms in their speech due to ignorance of their functioning;

4) incorrect use of phraseological units and aphorisms;

5) incorrect grammatical design of phraseological units and aphorisms.

_{A statement section}

_{of the experiment of using phraseological units and aphorisms of the Russian language in speech by Algerian students}

Subject Num ber of students	PRACTICAL COURSE
	Development of oral speech			Development of written speech
	Number of use of phraseological units and aphorisms	Number of correct use of phraseological units and aphorisms	Number of right responses in %	Number of use of phraseological units and aphorisms	Number of correct use of phraseological units and aphorisms	Number of right responses in %
35	115	35	21,73	175	44	25,14

It seems to us that the pragmatic and culturological aspects of modern educational bilingual phraseography consist in the need to build a dictionary, taking into account, first, the communicative significance of phraseological units and aphorisms, second, the pragmatic function of these units, i.e. their purposeful impact on the addressee, and third, their cultural content and its sign relationship with the language.

Let us recall that " using phraseological units or aphorisms in speech, the speaker does not so much seek to designate certain objects, phenomena, situations, as to show his attitude to the interlocutor, to cause him reactions, emotions, and therefore to influence him. This is achieved thanks to the image contained in phraseological units and aphorisms, i.e. the internal form" [7, p. 99].

On the other hand, "the means of embodying the cultural and national specificity of phraseological units is the figurative base, and the way to indicate this specificity is the interpretation of the figurative base in the iconic cultural and national "space" of a given language society <...> this interpretation is the cultural and national connotation" [8, p.13].

Therefore, phraseological units and aphorisms are very difficult to translate, since their internal form and cultural and national connotation do not always coincide in different languages. This is because the "system of images contained in the phraseological composition of language, serves as a kind of "niche" for cumulation of mirovedenie and somehow connected with material, social or spiritual culture of the linguistic community, and therefore can testify to its national-cultural experience and traditions" [9, p. 230].

Therefore, when presenting Russian phraseological units and aphorisms in the educational dictionary, it is necessary to highlight the indissoluble connection that exists between the language and culture of this people.

Building a dictionary requires defining its purpose and destination.

The educational Russian-Arabic phraseological dictionary mainly pursues an educational goal, consisting in disclosing not only the information underlying the phraseological unit and aphorism, reflecting the culture, history, life, traditions, mentality of the Russian people, but also its national and cultural connotation, as well as the pragmatic effect of these linguistic units.

Its addressees are advanced foreign students, in this case Arabic speakers, teachers and translators.

This goal requires solving the following tasks:

1) Clarify the nature of phraseological units and aphorisms;

2) Collect and compare the phraseological and aphoristic material of the Russian and Arabic languages ​​with the cultural component of semantics;

3) Display complete, partial matches and no matches of the compared objects;

4) Analyze the most effective ways of semantizing phraseological units and aphorisms;

5) Optimally organize the macrostructure of the dictionary.

The main stumbling block in the construction of a phraseological dictionary is ignorance of the composition of phraseology. Back in the 50s of the last century, B.A. Larin pointed out that "phraseology as a linguistic discipline is still in the stage of" latent development "... that it has not taken shape as a mature fruit of preparatory works" [10, p. 200].

The coverage of the nature of phraseological units is described in detail in the works of academician V. V. Vinogradov. The merit of the scientist is that he first drew attention to the solidity of the components of phraseology, and on this basis he presented a classification of these turns, in which he identified three types of phraseological units: phraseological mergers, phraseological units and phraseological combinations [11, p. 24-28].

However, scientists have long been unable to find a common language on the definition of phraseology and the composition of phraseology. This question is still open.

Proponents of a narrow understanding of phraseology (A.I. Molotkov, B.A. Larin, S.I. Ozhegov, A.G. Rudnev) include only idioms, phrases with a figurative meaning, excluding Proverbs, sayings, quotes, etc.

On the contrary, proponents of a broad understanding of this discipline (N. M. Shansky, L. A. Bulakhovsky, A. A. Reformatsky, V. L. Arkhangelsk) hold a completely different opinion, considering that "phraseological turns are both idioms and reproducible stable superword units of a non-idiomatic nature (including Proverbs, "winged expressions", terminological phrases, compound names and combinations of words with a component that has a phraseologically related meaning) " [3, p. 32].

In addition, "phraseological units and aphorisms perform several functions simultaneously:

- nominative function, since they name a particular object, phenomenon, characterize situations, etc.;

- aesthetic function, since these language units adorn the speaker's speech, making it more imaginative, expressive and emotional;

- cumulative, or cumulative, function, since they are the custodians of certain information associated with the history, culture, and mentality of the people " [7, p. 99].

There is no doubt that each of these language units has its own characteristics. The main difference between phraseology and Proverbs and sayings is that the latter are constructed in the form of complete statements. Winged expressions "regardless of which literary source they go back to, can be prototypes of phraseological units" [1**, p. 16], as well as structurally organized in the form of a sentence.

The assignment of E.M. Vereshchagin and V.G. Kostomarov proverbs, sayings, catchphrases to aphorisms, i.e. “To linguistic units, known to everyone, which are not created a new, but are retrieved from memory” [6, p.88], it seems to us quite legitimate.

In Arabic linguistics, interest in phraseology dates back to antiquity. Arab scholars have closely studied this discipline in rhetorical, cultural, religious, philosophical relations with the aim of revealing the Koran, the correct use of these linguistic units in speech and knowledge of a foreign culture. For them, phraseological units and aphorisms are “torches that illuminate speech” [12, p. 32].

Note that the composition of phraseology in Arabic linguistics has no clear boundaries. On the one hand, phraseological units and aphorisms are collected under the single term El-mathal-المثل, which means "example", on the other hand, El-ahkam الأحكام is distinguished by the words of a religious nature [13, p. 53-83].

Thus, we believe that phraseological units, aphorisms are signs and are remembered, especially in the process of learning a language, as something whole, therefore, they are retrieved from memory in the form of ready-made units, i.e. reproduced. It is reproducibility that is the common denominator, and therefore an important criterion is the inclusion of aphorisms in phraseology on an equal basis with phraseological units, taking into account the characteristics of each linguistic unit.

The construction of any dictionary is closely related to the complex process of selection of linguistic units, in which two stages are distinguished: the definition of linguistic units and the compilation of the linguistic minimum, i.e. what to choose and in what quantity. Despite the fact that the Russian and Arabic languages ​​belong to completely different language families and therefore have nothing in common with each other, nevertheless, when comparing the phraseological system of the Russian and Arabic languages, it is clearly pronounced anthropocentric nature is undoubtedly manifested. Phraseologisms and aphorisms, as a rule, characterize the mental activity of a person, his interpersonal, social relations. Therefore, the choice of the phraseological-semantic field "person" seems to us very logical and does not cause any particular difficulties. In accordance with the purpose of compiling the Russian-Arabic phraseological dictionary, we have identified the following thematic groups:

• Human qualities and traits: tertyj kalach; ostryj jazyk; zajach'ja dusha; Esh' pirog s gribami, a jazyk derzhi za zubami [1**, 2**];

• The spiritual world of man: semi pjadej vo lbu; bez carja v golove; byt' na sed'mom nebe; Vstrechajut po odezhke, a provozhajut po umu; Mal zolotnik, da dorog .[1**, 2**];

• Physical and intellectual activities: bit' baklushi; plevat' v potolok; zasuchiv rukava; Trud - kormit, a len' - portit; Sdelaj delo - guljaj smelo [1**, 2**];

• Social relations of people: vodoj ne razol'esh'; dusha v dushu; derzhat' v ezhovyh rukavicah; Mjagko stelet, da zhjostko spat'; Ne sdelaj dobra, ne nazhivesh' vraga [1**, 2**];

• Various fields of professional activity: igrat' pervuju skripku; sputat' karty; tjanut' ljamku; Sapozhnik i bez sapog; I shvec, i zhnec, i na dudu igrec; Chuzhuju kryshu kroet, a svoja techjot. [1**, 2**];

• Public morals: Horoshij tovar sam sebja hvalit; chertova djuzhina; ni puha ni pera. [1**, 2**];

• Features of the natural and geographical environment: belye muhi; kak sneg na golovu; sobachij holod; zabludit'sja v trjoh sosnah; P'janomu more po koleno; Odna lastochka ne delaet vesny. [1**, 2**];

• Historical events: zvonit' vo vse kolokola; Mamaevo poboishhe; derzhat' poroh suhim; pogib, kak shved pod Poltavoj. [1**, 2**];

• Anthroponymic and toponymic traditions of the Russian people: Ivanov, Petrov, Sidorov; pokazat' Kuz'kinu mat'; Moskva stroilas' ne v odin den'; Ehat' v Tulu so svoim samovarom; Jazyk do Kieva dovedet. [1**, 2**].

The thematic distribution of phraseological units and aphorisms clearly reflects the cultural realities of the Russian people.

Russian and Arabic language phraseology and aphorisms should be accompanied by a linguistic classification of complete equivalents, partial coincidences, and non-equivalent Russian language units, although we are aware that this classification reflects the objective properties available to native speakers of this language, since each language has its own properties of lexical compatibility of words.

The issue of selecting phraseological units and aphorisms is closely related to the problem of determining the phraseological minimum. In the linguistic literature, this question has not received any theoretical development at all. It seems that the phraseological minimum is an educational and organizational task that depends on the goal, stage and conditions of training. The bilingual dictionaries we analyzed [3**, 4**] for the advanced stage of training, there are from 600 to 900 phraseological units and aphorisms.

We recall that Algerian students of Philology in speech practice, as well as in literature classes, work out many topics, situations that allow the use of quite a large number of phraseological units and aphorisms. We have identified a minimum of about 600 units.

At the same time, it is necessary to distinguish those language units that are widely used, i.e. they belong to the active stock, from the passive part that passes for the student only at the level of understanding. The solution to this problem directly depends on the goals and specific training conditions.

The problem of selecting phraseological units and aphorisms leads to raising the question of the stylistic coloring of these units, which is an inseparable part of their pragmatic potential.

Phraseological units and aphorisms are expressively rich, even more so than simple words. However, "each of the language styles is characterized by special language tools and techniques chosen by speakers from the national speech stock to express a certain content. The fixed or predominant use of one or another stable combination of words in a particular style of language and the various expressive properties associated with it are the essence of these differences" [3, p.144].

So, like words, phraseological units and aphorisms are divided:

• Into book (adamovo jabloko; admiral'skij chas; slozhit' oruzhie; s krasnoj stroki; Rozhdennyj polzat' - letat' ne mozhet; Chelovek - jeto zvuchit gordo; Zhizn' projti - ne pole perejti) [1** , 2**];

• Into interstyle (sderzhat' slovo; ot vsego serdca; pod otkrytym nebom; po svezhim sledam; ubivat' vremja; Net dyma bez ognja) [1** , 2**];

• into household (tochit' ljasy; bit' baklushi; navostrit' lyzhi; nabit' karman; sobachij holod; Skol'ko let, skol'ko zim!; Pervyj blin komom; Ch'ja by korova mychala, a tvoja by molchala; P'janomu more po koleno) [1** , 2**];

• Into colloquial (bazarnaja baba; svoj v dosku; sboku pripeka) [1**].

As mentioned above, phraseological units and aphorisms indicate the attitude of the speaker to the interlocutor, to the environment (disapproval, irony, affection, etc.), so taking into account their expressive and stylistic coloring is an extremely important criterion when teaching foreign students and, consequently, when creating educational dictionaries.

Note that in most cases, the Arabic equivalents of phraseological units or aphorisms do not correspond to the Russian ones in terms of expressive and stylistic terms. As a rule, they are either neutral or bookish and do not convey the disapproving, ironic, affectionate, rude connotation of the meaning of some Russian language units, for example, the phraseology podlozhit' svin'ju is translated into Arabic أعطاه مقلبا, i.e. podvesti kogo-libo [3**, p. 333]. This is because each society has certain norms of the literary language, so, according to Yu. S. Stepanov, «...it is necessary to introduce a permanent correction for the discrepancy of neutral styles, or the coefficient of the norm of differences" [14, p. 235].

However, the stylistic coloration of some language units is ephemeral. Over time and depending on the frequency of their use, there is a process of neutralization of book, colloquial and colloquial vocabulary and, conversely, the transition of stylistically neutral expressions to stylistically colored ones.

In addition, among phraseological units and aphorisms, as well as among words, there are phenomena of synonymy, antonymy, and to a lesser extent - polysemy and homonymy.

Synonymous phraseological units often differ in their expressive and stylistic properties and scope of use, and therefore cannot always be used interchangeably. As for the ways of semanticizing Russian phraseological units and aphorisms, we have identified the following:

1) Literal translation for international linguistic units, the internal form of which lends itself to tracing: igrat' s ognjom - لعب بالنار; mezhdu molotom i nakoval'nej - بين المطرقة والسندانnazyvat' veshhi svoimi imenami - سمي الأشياء بمسمايتها ; Molchanie - znak soglasija - السكوت أخو الرضا ; Chto poseesh', to i pozhnjosh' - يحصد ما يزرع; Ne otkladyvaj na zavtra to, chto mozhesh' sdelat' segodnja - لا تؤجل عمل اليوم إلى الغد. [3**];

2) The equivalent in the Arabic language with different component content and the figurative content of phraseological units and sayings that overlap in both languages: rodit'sja v sorochke - ولد في ليلة القدر (rodit'sja v noch' predopredelenija); bit' baklushi - نش الذباب (razgonjat' muh); ne stoit vyedennogo jajca - لا يساوي قشرة بصلة (ne stoit sheluhi luka); Ni bogu svechka, ni chjortu kocherga - لا في العير ولا في النفير (ni tam, ni zdes'); Kto pro chto, a vshivye pro banju - الجوعان يحلم بسوق العيش (golodnyj mechtaet o rynke hleba); Jabloko ot jabloni nedaleko padaet - هل تلد حية إلا حية (zmeja ne mozhet rodit' nikogo, krome zmei) [3**];

3) Descriptive translation together with cultural commentary for non-equivalent and background Russian phraseological units and aphorisms, "in the translation language, they should undoubtedly denote the culture of the source language. The task of the translator is difficult in the course of transmitting cultural lexical units» [15, p. 174]: besstrunnaja balalajka - ثرثار (boltun); shhi laptem hlebat' - شظف العيش (zhit' v nishhete) [3**].

As mentioned earlier, cultural commentary has become widespread. The value of this comment, from our point of view, is that its use, especially in a foreign audience, largely helps to remove barriers and, in an unobtrusive way, bring the student closer to a foreign culture, attracting his interest, stimulating knowledge of the culture he is studying.

On the basis we analyzed phraseological dictionaries, it is clear that the macrostructure of a dictionary entry requires a complex design to bringing pragmatic properties of idioms and aphorisms, i.e. features of denotative relations, emotive evaluation, style, and a disclosure of the conditions and purposes of use for these units.

In our opinion, it is more convenient to arrange phraseological units and aphorisms in alphabetical and thematic order, forming the corpus of the dictionary.

So, the dictionary entry should be designed as follows:

• indicate the nature of the language unit after the capital word (phraseology or aphorism);

• show an indication of the presence of a cultural component of semantics (connotative, background), the period of occurrence of a phraseological or aphorism (historical, Sovietism, new), as well as stylistic coloring (bookish, colloquial, colloquial) and emotional evaluation characteristics (disapproving, affectionate, ironic, etc.);

• use quotation marks to indicate lexical variants of a phraseology or aphorism, for example:

Babushka nadvoe skazala <libo dozhdik, libo sneg, libo nichego net [2**].

• indication of the grammatical features of phraseological units and aphorisms, for example, at the place of stress; seemingly a verb in verbal phraseological units (brat' / vzjat' byka za roga); on forms of management (vodit' za nos kogo-libo); to use the number: belye muhi [1**].

• each phraseology or aphorism must not only be translated or described in Arabic, but also be accompanied by an explanation of its single meaning or each of its meanings (if there are several);

• reference to the paradigmatics of phraseology and aphorism (synonymy, antonymy);

• phraseological units and aphorisms with a cultural component of semantics should be accompanied by cultural commentary and illustrations;

• use of phraseology and aphorism should be illustrated in examples from the texts of fiction or journalism, or live speech.

Summing up the results of our research, we conclude that the task of the educational bilingual phraseological dictionary is to provide a comprehensive presentation and coverage of each language unit in such a way as to ensure their accessibility to students regardless of their level of foreign language proficiency.

Conclusion.

Our research has shown that the correct perception and use of phraseological units and aphorisms of the Russian language by foreign students requires an adapted educational bilingual phraseological dictionary.

The construction of a phraseological dictionary involves solving the issue of the composition of phraseology. We believe that the reproducibility of linguistic units is a fundamental factor, and therefore it is important to include aphorisms in the phraseology on an equal basis with phraseological units, while taking into account the peculiarities of each linguistic unit.

It seems to us that the pragmatic and cultural aspects of modern educational bilingual phraseography consists in the need to build a dictionary, taking into account, firstly, the communicative significance of phraseological units and aphorisms, and secondly, the pragmatic function of these units, i.e. their purposeful impact on the addressee, thirdly, their cultural content and its symbolic relationship with the language. Consequently, when formalizing the macrostructure of a dictionary entry, it is necessary not only to bring the pragmatic properties of phraseological units and aphorisms, i.e. features of denotative relationships, emotive assessment, style, cultural richness, but also to reveal in what conditions and for what purpose these units were produced.