Language Teaching Methods Journal

The primary aim of this study was to determine the levels of motivation and learning strategy use among Turkish high school students in their Turkish language and literature classes. The study employed a study scan model and involved a total of 224 students from various Ankara schools. Data collection utilized a scale encompassing 63 items, designed to assess both motivation and learning strategies. This quantitative approach allowed for a systematic analysis of the students' responses to understand their engagement with the subject matter and their use of various learning techniques. The large sample size enhanced the generalizability of the findings, while the structured scale ensured a comprehensive assessment of the key variables. The chosen methodology, although quantitative, allowed for a detailed exploration of learning styles within a specific context—Turkish language and literature education in Ankara high schools.

The study's findings revealed a concerning trend: a reduction in the use of motivational strategies and learning strategies among students in Turkish language and literature classes over recent years. The researchers characterized the overall strategy use as 'mediocre' and stagnant, indicating a lack of significant improvement. This observation is particularly significant given the importance of Turkish language and literature in transferring essential social skills. The decline in the effective implementation of learning strategies suggests a potential gap in the current educational approach, highlighting the need for pedagogical interventions and curriculum adjustments. The mediocre performance points to the need for further investigation into the underlying reasons for students' disengagement and the lack of progress in their use of effective learning strategies.

The study acknowledges that the teaching of learning strategies is formally included in the Turkish language and literature program and syllabus. However, the findings show a significant disconnect between the stated curriculum aims and the actual learning outcomes demonstrated by the students. The lack of demonstrable improvement in strategy use despite the presence of relevant content in the curriculum suggests the need for a more effective approach to the instruction and application of learning strategies. This discrepancy highlights the need to evaluate the current methods of teaching these strategies. The study implicitly calls for a re-evaluation of pedagogical approaches to ensure that students not only learn about learning strategies but also effectively utilize them to enhance their learning experience and overall academic achievement. The implication is that the current teaching methods and the manner in which this curriculum content is delivered needs improvement.

The study's theoretical framework draws upon existing research on learning, motivation, and self-regulation. The introduction notes the inherent variability in individual learning styles, emphasizing the crucial role of motivation and strategy use in effective learning. The concept of self-regulation, while acknowledged, is presented as focused on the management of learning rather than on directly addressing students' specific needs. The researchers cite various scholars (Hocevar, Olaussen & Braten, Pintrich & De Groot, Ray, Garavalia & Murdock, Ainley & Patrick, Zimmerman, Volters, Pintrich, Garcia & Pintrich, Andrew & Vialle, Chye, Walker & Smith, Lopez, Pajares & Graham) to support the understanding that effective learning involves a complex interplay of cognitive, metacognitive, motivational, and self-regulatory processes. The literature review underscores the limitations of solely relying on cognitive and metacognitive strategies, emphasizing the equal importance of motivational components like personal goals, self-efficacy, and beliefs about the learning environment.

The study begins by highlighting the under-addressed issue of communicative creativity in higher education, particularly within professional training programs. It argues that a deficiency in fostering communicative creativity exists in both the theoretical understanding and practical application of professional education. This gap is identified as a pressing problem requiring immediate attention to improve the effectiveness of higher education globally. The authors propose the development and implementation of an integrated methodological system as a means to address this deficiency and enhance students' abilities to communicate creatively and effectively in professional contexts. This integrated system would serve as a comprehensive approach, addressing the shortcomings of current approaches to professional development.

The core of the research centers on a newly developed integrated methodological system aimed at fostering communicative creativity in students. This system is built on a foundation of several scientific approaches: systemic, personality-oriented, socio-cultural, and communicative-ethnographic. The system’s principles include cross-cultural orientation, dialogue of cultures, creative speech-thinking activity, and co-creation. Several methods are incorporated to achieve this goal including dialogue, games, project methods, the 'six thinking hats' method, and mind maps. This multi-faceted approach recognizes that communicative creativity is a multifaceted skill requiring a range of strategies and approaches. The system is designed for application in foreign language lessons, particularly targeting the development of structural components of communicative creativity. The use of these techniques aim to help students develop their own unique and innovative approaches to communication, going beyond simple language proficiency.

To evaluate the effectiveness of the proposed methodological system, a training experiment was conducted. This involved a group of 75 students enrolled in business foreign language classes, divided into control and experimental groups. The experimental group was exposed to the newly developed system, while the control group followed the standard curriculum. Following the experiment, data was analyzed, leading to conclusions about the effectiveness of the proposed system. The findings demonstrated that the integrated methodological system effectively enhanced students' communicative creativity. The researchers further discussed prospects for the refinement and broader implementation of this system in higher education settings, highlighting the potential of the approach to improve professional training outcomes. The positive results demonstrate the efficacy of this novel approach to foreign language education.

The paper introduces two specific techniques employed within the broader methodological system: 'Known Stranger' and 'Walt Disney.' The 'Known Stranger' technique aims to develop students' intuition, attention to detail, and empathy by having them analyze photographs and infer characteristics of the individuals depicted. The 'Walt Disney' technique, rooted in neurolinguistic programming, utilizes role-playing (dreamer, realist, critic) to foster collaborative creativity in problem-solving. These techniques highlight the integrated system’s practical application in enhancing specific aspects of communicative creativity. This combination of individual and group activities helps to cultivate a holistic approach to communicative skill development, enabling students to engage with language in innovative and imaginative ways. The effectiveness of both techniques were implicitly confirmed by the overall success of the methodological system they were part of.

The study emphasizes the significance of integrating internet resources into foreign language teaching. The researchers highlight the benefits of using authentic online materials to develop various language skills, including reading comprehension, listening skills, and writing proficiency through online tasks and interactions with native speakers. The use of the internet also offers opportunities to enhance vocabulary acquisition, enrich cultural understanding (speech etiquette, verbal behavior, traditions), and build motivation through engaging with real-world communication (e.g., internet interviews, Skype conferences). This aspect of the methodology focuses on the practical application of digital tools and resources to enhance the learning process and create opportunities for authentic language use. The incorporation of the internet helps to move beyond classroom settings and provide a more realistic and engaging environment for language learning.

This section of the research establishes a framework for understanding leadership development within talent management systems. It involves a review of the conceptual apparatus of talent management and personnel reserves. The study analyzes experiences and approaches to leadership skill development across various fields, examining gender aspects and the role of psychodiagnostics. This foundational work sets the stage for the empirical investigation that follows, providing a clear definition of the key concepts and establishing the context for the research questions. The focus on both soft skills and hard skills and their relative importance within talent management is established in this section, laying the ground work for later analysis of survey data.

The research employed a mixed-methods approach, primarily focusing on quantitative analysis of survey data. The empirical base consisted of employees from Russian organizations in the Moscow region. Participants were required to have a higher education degree, be over 21 years old, and have aspirations for a managerial career. The primary data collection method was a questionnaire survey, supplemented by content analysis and mathematical data processing techniques. This combination of qualitative and quantitative methods is used to provide a more nuanced understanding of leadership development within talent management systems. The focus on employees in the Moscow region with specified characteristics helps refine the research’s focus and allows for contextualized insights specific to this area.

The analysis of survey data revealed a notable finding: a perceived parity between the importance of soft skills and hard skills in leadership development within talent management systems. Although a balance was observed, almost half of the respondents identified soft skills as crucial for increasing organizational competitiveness. This was particularly true for women and the youngest and oldest respondents, highlighting potential demographic differences in the emphasis placed on different types of skills. The significance of the observed relative parity between soft skills and hard skills highlights the importance of a holistic approach to leadership development, incorporating both technical expertise and interpersonal abilities. The researchers note a general perception that improving soft skills is important to organizational success.

A substantial majority of respondents (82%) viewed psychodiagnostics as beneficial within talent management systems, with over half advocating for its use across all elements of the system. This highlights a strong belief in the value of assessment tools for identifying and developing leadership potential. The research emphasizes the particular relevance of psychodiagnostics in high-risk occupations where leadership decisions may have significant consequences for individuals’ safety. This aspect of the research shows the practicality of using psychodiagnostics to identify candidates with specific aptitudes and characteristics that are crucial for success in leadership positions, especially in high-stakes environments. The results highlight the growing acceptance of psychometric instruments as a significant tool for assessing and improving leadership capabilities within organizations.

The study concludes by highlighting a formulated dependence of the importance of hard skills on the work experience of Russian leaders in extreme situations. While the exact nature of this relationship wasn’t further detailed, this finding suggests that leadership skill development should be tailored to the specific demands of the job and that practical experience may play a particularly crucial role for those in demanding or high-risk leadership roles. The study did not delve deeper into the nature of these extreme situations or the type of hard skills that are most heavily influenced. The study implies that the development of hard skills needs to take into consideration the specific demands of the position, as well as factors like experience and potential exposure to extreme situations, as these greatly influence the importance given to hard skills in leadership development.

This section introduces the concept of 'algorithmic culture' as a key component of professional and pedagogical culture for future teachers. It defines algorithmic culture as a systemic formation reflecting a specific level of algorithmic values, knowledge, and skills, crucial for self-organization within an information society. The study highlights the goal of distance learning in enabling independent knowledge acquisition through practical problem-solving, requiring integration of knowledge from various subject areas. The emphasis is on the development of stable automated skills and algorithmic thinking in future educators. The authors suggest that cultivating this algorithmic culture is not merely about increasing the volume of material studied, but also about fostering self-directed learning, objective management of educational activities, and independent work skills. This sets the stage for the rest of the study and describes the theoretical background and conceptual framework that inform the research.

The research employed a four-stage process to cultivate algorithmic culture among prospective teachers: diagnostic, constructive, activity, and evaluation. The study took place at Belgorod State National Research University, from 2013 to 2016, and involved 360 future teachers, with 120 forming the experimental group (from philological, biology, chemistry departments, and the faculty of Romano-Germanic philology). Distance learning was a central methodology, enabling the timely management of students' educational activities and promoting independent work. The experimental approach focused on the use of algorithmization elements within the teaching process, providing opportunities for students to master algorithmic knowledge and skills through practical tasks, such as creating algorithms for solving pedagogical problems (e.g., maintaining class journals). This section details the methodology employed, outlining the research design, participant selection, and the specific techniques used to foster the development of an algorithmic culture. The focus on distance learning highlights its unique features as a method for developing the targeted skillset.

The initial diagnostic phase revealed a generally low level of algorithmic culture among the participating future teachers. The study found insufficient algorithmic values, knowledge, and skills, indicating a need for targeted interventions. The distance learning process, while aiming to incorporate algorithmization elements, faced challenges due to the lack of opportunities for creative task implementation. This pre-intervention assessment is significant because it provides a baseline against which to measure the effectiveness of the subsequently implemented pedagogical approach. The results of the initial diagnostic assessment reveal a significant gap in the algorithmic culture among the future teachers which the researchers sought to address through the subsequent experimental phases. The low baseline scores justified the need for the intervention approach which is described in the following section.

The evaluation of algorithmic culture maturity involved a multi-faceted approach, examining different components of the concept. The axiological component (values) was assessed using questionnaires on motivations for choosing teaching and the professional orientation of teachers' personalities. The cognitive component (knowledge) was evaluated using a test covering basic algorithmic concepts and skills. The technological component (skills) was assessed through practical work within the 'Algorithmic Foundations of Pedagogical Activity' educational and methodological complex. Finally, the creative component was measured using creative tasks requiring students to devise graphical algorithms and apply their algorithmic knowledge in non-standard situations. Expert assessment was used to evaluate creative task performance. The multi-component approach to evaluation is a notable feature of this methodology which is important as it measures different facets of the algorithmic culture.

Only 11% of the 360 students demonstrated an optimal level of algorithmic culture maturity at the outset. A small percentage (26%) showed an acceptable level, while 35% exhibited basic algorithmic understanding and a willingness to work independently; 28% performed below the acceptable level. The experimental technology employed allowed for the development of individual educational trajectories through interactive student engagement with the educational environment. Additional educational materials and resources were provided based on students' progress. The study concludes by emphasizing the potential of this distance learning technology to enhance algorithmic culture among future teachers, enabling them to apply algorithmic thinking in their future pedagogical practices, promoting self-directed learning and improving their skills in utilizing various technological approaches. The positive outcomes of the intervention were contrasted against the initial baseline scores which are described in the previous section, confirming the effectiveness of the intervention approach.

The article sets the stage by describing the broader context of the development of public education within the Russian Empire during the late 19th and early 20th centuries. The authors frame this development as intrinsically linked to the processes of industrialization and the adoption of bourgeois reforms (1860s and 1870s). The need for a more competent and educated populace drove the expansion of educational institutions and networks. The study then narrows its focus to examine the implementation of a project aimed at introducing universal primary education in Kursk Province, using this specific example to illustrate the broader processes and challenges of educational reform. The article argues that the initiatives of local government played a significant role in making primary education more accessible in this region.

The study describes the diverse types of primary schools operating simultaneously within the Russian Empire during the second half of the 19th century. These included ministerial schools (funded by the state treasury and local budgets), local schools (supported by county councils and rural societies), parish and volost schools (backed by district counties), and private schools (exclusively privately funded). The authors note that ministerial schools held the most stable position due to their guaranteed annual funding from local budgets (at least 400 rubles). This diversity in funding sources and institutional structures highlights the complex landscape of education in this era and the varying degrees of state control and local autonomy. This analysis of the existing educational landscape creates a framework to examine subsequent initiatives toward universal primary education.

The primary obstacle for city governments in implementing universal primary education was the substantial cost of constructing and maintaining new school buildings. The article cites examples of funding requests submitted by Kursk Gubernia cities in April 1899. Staroo-skolskaya, for instance, requested 12,423.33 rubles annually for 57 new schools. Schigrovskaya sought partial government funding for school maintenance, while other petitions emphasized the need for government support for teacher salaries and resources. The Provincial county council proposed a subsidy system, aiming to open at least three new schools annually in each district (at a cost of 200 rubles each). These financial details illustrate the scale of the undertaking and the reliance on both state and local resources, highlighting the financial challenges inherent in expanding access to education throughout the province.

The study examines the attempts to implement universal primary education in Belgorod Uyezd and Belgorod City. In Belgorod Uyezd, a 16-year plan for building 97 schools (149 sets) was proposed in 1912, requiring 3,772,000 rubles, but was abandoned due to insufficient funding; specifically, the county council’s inability to meet the funding commitment (455 rubles per set). In Belgorod City, a project for building one four-building school annually between 1914 and 1920 was approved, but stalled due to insufficient funds; even repeated attempts to gain further funding from the treasury in 1913 for the building of additional schools did not succeed. These examples demonstrate the persistent challenge of securing sufficient funding to fully realize the goals of universal primary education and the hurdles faced even within relatively developed areas within the province.

The article highlights the active role played by city and local self-government bodies (Zemstvos) in shaping and supporting the development of the public education system. The Sudzha City Council, though lacking its own school network project, consented to inclusion in the county’s broader network. The careful expenditure tracking and reporting by city governments to the local Control Chamber underscore the importance of accountability and oversight in managing public funds. The study concludes that the efforts of local government in Kursk province significantly improved access to primary education, effectively laying the groundwork for further educational expansion during the early years of Soviet rule. The article’s analysis reveals that while local initiatives played an essential role, securing sufficient funding and coordinating efforts between local government and the state proved to be significant obstacles.

This study investigates the role of motivation in English as a Foreign Language (EFL) learning among Iranian medical students. The researchers highlight the importance of motivation in language learning generally and specifically within the context of EFL/ESL settings worldwide. They note that Iran is an important EFL context, where Persian is the mother tongue, and that the Grammar Translation Method remains prevalent in EFL classrooms. The researchers, experienced English language teachers at Bushehr University of Medical Sciences, aim to determine how motivation directly or indirectly contributes to English language acquisition by medical students. The study is situated within the broader field of language learning research, highlighting the context of Iran, where the mother tongue and teaching methodology influence EFL acquisition.

The research paper presents two central research questions and two associated hypotheses, though the specific questions and hypotheses aren't explicitly stated in this excerpt. The study's focus is on exploring the influence of motivational factors on the English language proficiency of Iranian medical students at Bushehr University. This focus on motivation reflects a common theme in language acquisition research and the belief that intrinsic and extrinsic factors greatly affect language learning success. The stated research questions and hypotheses guide the study’s data collection and analysis, focusing specifically on the role of motivation in English language acquisition within the context of Iranian medical education. Although not detailed here, these questions and hypotheses guide the research process.

The study draws upon existing research in the field of motivation in language learning. It mentions studies by Khansir and Tabande (2014) on the role of the mother tongue in promoting English language knowledge, noting that the Grammar Translation Method's prevalence in Iran is a relevant factor. Other research cited includes Daftarifard et al. (2014), who investigated the dynamism of reading motivation across time using Mori's (2002) reading motivation questionnaire (intrinsic value, extrinsic utility value, importance, and reading efficacy). Khansir et al. (2016) are also cited for their work on the relationship between socio-economic status and motivation in learning English as a foreign language. This review establishes the study's theoretical foundation and connects it to existing work in the field of second language acquisition, situating it within the context of existing research on student motivation.

The study employed a two-part data collection process. First, a background questionnaire was administered to gather information on participants' age, language use, gender, social class, and parental background. Second, a motivation test, based on Gardner's AMTB (Attitude/Motivation Test Battery) (1995) and the researchers' teaching experience, was used. The motivation test, translated into Persian, underwent review by the Bushehr University of Medical Sciences committee and expert language teachers in Iran to ensure reliability (CIR 100%, CIV >90%). 164 Bushehr University of Medical Sciences students (100 female, 64 male) from eight medical subjects (Medicine, Public Health, Nursing, Anesthesiology, Dentistry, Medical Library, Nutrition, and Environmental Health) participated. Ethical procedures were followed, and students were assured that their participation wouldn't affect their grades. This section thoroughly explains the procedures followed in order to ensure the validity and reliability of the research process, from ethical approvals to expert review of the data collection instruments.

The provided excerpt offers only a partial presentation of the quantitative results from the motivation test. Specific percentages of agreement and disagreement are given for thirteen statements concerning motivation in English classes, without offering a detailed interpretation of these data. Statements reflect the students’ perspectives on various motivational factors. The results suggest a range of attitudes towards English language learning among the students, encompassing positive attitudes (“I really enjoy learning English”), negative attitudes (“I hate English language”), and perceptions of the effectiveness of teaching methods (“If teachers continue motivating in English classes…students will start understanding English”). A full interpretation of the data and a detailed response to the research questions is missing from this excerpt.

The research addresses a common issue in English and American literature classes: the insufficient development of critical reading skills. The authors observe that many such classes often lack a productive stage where students actively engage with the text through drawing conclusions, participating in discussions, and performing detailed analysis. This lack of active engagement is identified as a significant gap in teaching practices. The study therefore aims to bridge this gap by introducing a specific approach to enhance students' critical reading abilities within the context of English and American literature courses. The study highlights the difference between simple reading comprehension and the more active process of critical analysis.

This section clarifies the distinction between critical reading and critical thinking. While the precise definition provided in the document is not included in this excerpt, it establishes that critical reading involves more than passive comprehension; it necessitates active engagement with the text, including interpretation, analysis, and evaluation. The ability to critically read is linked to the broader skill of critical thinking, highlighting the importance of developing analytical skills as a vital element of education. This clarification helps to better define the aim of the study and contextualize the chosen pedagogical approach for developing the students' critical reading skills. The distinction between simply reading a text and engaging in a deeper, more analytical reading process is key.

The researchers implemented a structured approach to teaching critical reading, employing a five-point text analysis framework for the study of 20th-century literature. The framework included specific points of analysis which were used to guide the students’ discussions and analysis, but these points are not detailed here. The study involved 20 EFL learners and included sample tasks and questions to help them actively engage with the texts they studied. This structured approach contrasts with the less directed nature of many typical literature classes. The methodology is designed to provide students with specific tools and techniques to enhance their ability to analyze literary works in a critical way. The research indicates that the five-point framework facilitated improvements in students' abilities to critique and analyze the texts being studied.

The study acknowledges the heightened complexity of teaching critical reading in a foreign language (English as a Foreign Language - EFL). The researchers cite C. Wallace and Alderson (1984), noting that second-language (L2) readers typically need a sufficient level of general L2 language competence before they can effectively transfer their first-language (L1) reading abilities. The researchers emphasize the importance of well-developed critical reading skills in the learners' native language (L1) as a pre-requisite. Only when students possess an intermediate or higher level of L2 proficiency and strong L1 critical reading skills can they fully benefit from instruction in critical reading in the second language. The study, therefore, implicitly focuses on students who meet this criteria, targeting intermediate and advanced-level EFL learners. The study highlights the challenges and pre-requisites involved in effectively teaching this sophisticated skill in a foreign language setting.

The research notes that despite potential limitations, the five-point text analysis pattern proved effective in enhancing students’ critical reading skills. The excerpt lacks a detailed analysis of the results, but the study implicitly suggests that the implemented approach successfully addressed the observed gap in teaching practice and successfully promoted active engagement with literary texts. Though the study doesn’t detail those limitations, it acknowledges them and suggests that the approach is most effective for students at intermediate and advanced levels of English language proficiency. The conclusion implies that the method holds promise for improving the quality of literature instruction by prompting more rigorous and analytical engagement with the texts.

This research analyzes the metaphorical concepts used in pedagogical discourse in German and Russian. The study aims to understand how the concepts of 'learning' ('Lernen' in German and 'Учёба' in Russian) are expressed metaphorically and to identify common and unique metaphorical models in both linguistic cultures. The methodology involves examining metaphorical usage in educational literature. The researchers use this data to draw conclusions about the functioning of pedagogical metaphors and reveal the underlying metaphorical models. This approach helps to reveal the cultural and linguistic nuances embedded within pedagogical discourse, focusing on the comparison between German and Russian linguistic worldviews.

The core of the research lies in identifying and comparing the metaphorical models used to represent the concept of learning in German and Russian. The study reveals that both languages primarily employ metaphors that represent learning as a journey toward a goal, a process of construction, or the growth of a plant organism. These common models suggest shared understandings of learning as a purposeful, developmental process. However, the study also discovered culturally specific metaphorical models, suggesting significant national differences in the conceptualization of education. This section directly addresses the key research question by identifying and comparing the metaphorical expressions for learning across the two languages.

The analysis reveals distinct cultural differences in the metaphorical models used. The research found that the German concept of learning is strongly linked to metaphors emphasizing labor and diligence, whereas the Russian concept is characterized by metaphors that emphasize the transfer of knowledge from teacher to student. This difference suggests distinct cultural values placed on active engagement and the role of the teacher. These national-specific models are identified through the analysis of representative materials (metaphorical use in educational literature) and an association experiment. The contrasting models illustrate that the way 'learning' is conceptualized can be quite different across different linguistic and cultural contexts. These observations are not typically found in standard lexicographic sources and underscore the importance of analyzing the culturally-specific use of metaphorical language.

The study concludes by emphasizing the influence of national and cultural specifics on the conceptualization of learning. The contrasting metaphorical models used in German and Russian pedagogical discourse demonstrate that the understanding of the learning process isn't universally consistent. The German linguistic worldview prioritizes pragmatism and individual effort, represented through the metaphor of labor and diligence, highlighting the importance of active individual participation. In contrast, the Russian worldview emphasizes the role of the teacher as the primary source of knowledge, reflecting a more traditional model of education. The research concludes by highlighting how culturally-specific expressions reveal deeper conceptual differences, illustrating the importance of considering cultural context in pedagogical approaches.

The study begins by acknowledging the inherent complexities of modality within linguistics. It notes that modality, which conveys a speaker's relationship to reality (modal relations), is a challenging concept, even within a single language. The authors cite Ya.I. Retsker, highlighting the difficulties in translating modality between languages, emphasizing that it presents more difficulties than almost any other grammatical or lexical category. The lack of a standard definition for modality, and the ongoing debate surrounding its subtypes and relationship to logical and linguistic modality, is further discussed. The ambiguous nature of modality, and the lack of a consistent definition, makes it a significant area for ongoing linguistic research.

The research emphasizes the increasing importance of studying modality in the context of globalization, intercultural communication, and multilingual contacts. The authors cite Ghali (2015) and Fakhrutdinova (2015) to support the idea that increased multilingual interactions and dynamic societal changes require individuals to be proficient in intercultural communication. They further highlight the Sapir-Whorf hypothesis and the influence of language on worldview, arguing that modality, expressing attitude towards actions and reality, is particularly crucial. Imperfect language skills and differing perceptions of linguistic units can complicate communication. The increased interaction across languages and cultures necessitates a more in-depth understanding of modality and its potential pitfalls in translation.

The study addresses the difficulties that arise when speakers of different languages attempt to express modality. Imperfect language skills can lead to distortions, either by misinterpreting the modality present in a foreign language or by imposing the modality patterns of one's native language on the foreign language. These distortions often occur simultaneously and can lead to misunderstandings. The researchers link this to differences in the basic modal values within and between languages. The study’s objectives therefore include identifying the range of subjective meanings expressible through modality, defining their oppositions and interactions, and outlining methods for expressing these meanings in sentences, while also accounting for interactions between various modalities. This directly relates to the main research question concerning modality's importance in translation accuracy.

The research explores the ways in which modality is transferred between English and Russian. The authors conclude that accurate translation requires reflecting the modality present in the original text. A comparative analysis of modality transfer is undertaken, demonstrating the importance of nuanced understanding for achieving translation adequacy. The study notes that while there isn’t always a direct correspondence between English modal verbs and Russian equivalents, contextual analysis enables the translator to select appropriate words or phrases to convey the intended meaning. This illustrates that successful translation requires understanding the underlying cultural and linguistic features expressed by the modality, rather than a simple word-for-word translation. The nuanced nature of modality makes accurate translation challenging, potentially resulting in miscommunication if not handled carefully.

The study concludes that accurate translation of modality is essential for achieving adequate communication between languages and cultures. The ambiguous nature of modality and its cultural embedding makes accurate translation challenging. The researchers emphasize that failure to properly translate modality leads to communication problems. The selection of appropriate transfer methods for modality often depends on the standards and conventions of the target language (in this case, Russian). The study highlights the multifaceted nature of modality, suggesting that a deep understanding of its linguistic and cultural nuances is crucial for successful translation. The research implicitly emphasizes the importance of cultural sensitivity in translation practice.

The article establishes the significance of teacher training for working with gifted students as a globally recognized priority. It highlights the urgency of this issue in modern pedagogics. The research aims to identify current trends in teacher training for gifted students internationally and to assess the value of studying and implementing successful foreign approaches within a specific national context. This introduction sets the stage for the examination of international best practices and their potential application to improve the education of gifted students. The study focuses on analyzing foreign associations, projects, and programs related to gifted education.

This section emphasizes the unique challenges and needs of gifted students, which require specialized teaching approaches. This is not further detailed within this excerpt. The authors’ analysis is based on a review of socio-political and psycho-pedagogical literature. The research explores various aspects of gifted student education as reflected in works by foreign researchers (J. Kagan, A. Passow, J. Whitemore, J. Renzulli) and Russian researchers (V.A. Andreev, B.L. Vulfson, A.N. Dzhurinsky, V.I. Pavlov, A.I. Daftarifard). The examination of these various researchers’ works sets the stage for the detailed investigation that follows, highlighting the importance of understanding the unique needs and challenges involved in teaching gifted students.

The study undertakes an analysis of foreign associations, projects, and programs dedicated to gifted education. While the specific details of these programs are not included in the excerpt, the study indicates an examination of international best practices in gifted education. The leading approach to the study is described as a historical and logical analysis of foreign governments' regulatory documents and the scientific research of leading scholars. The review focuses on identifying effective models for teacher training and support and their underlying principles, which may provide valuable insights for improving domestic educational programs. This comparative analysis aims to inform the development of better programs within the authors’ own country.