Abstract
The study identifies the linguodidactic potential of Russian ergonyms in the ritual services sector within the context of teaching Russian lexicology at the university level. The relevance of the research is substantiated by the need to integrate this onomastic material into the educational process in order to expand students’ linguistic-cultural competence, develop analytical thinking, and enhance skills of semantic interpretation. The aim of the study is to determine the possibilities of using ergonyms in developing lexical and linguistic-cultural competencies of future philologists. The research employs structural-semantic, cultural, and cognitive analysis. The empirical material comprises 88 Russian names of organizations in the ritual services sector functioning in the contemporary sociocultural space of Kazakhstan. The study substantiates the effectiveness of systematically incorporating ritual service ergonyms into teaching Russian lexicology to Kazakhstani students. The key structural-semantic and linguistic-cultural features of these units are identified, and their linguodidactic potential is confirmed. The research shows that ergonyms can form an instructional basis for developing students’ professional linguistic competencies, reflective attitudes toward lexical units, and understanding of nationally specific cultural realities. A model for ergonym analysis is proposed, and principles for selecting ergonymic material for educational purposes are formulated. The research prospects include the development of exercises and teaching materials aimed at integrating ergonyms into Russian lexicology courses at univiersitites.