Models of Self-Regulated Learning in the Context of New Higher Education Standards Implementation

Abstract

This article discussed the specifics of the translation of comparative constructions in literature from Tatar into Russian. It also suggested methods for the full-fledged translation of such constructions according to semantics and functional features of conjunctions. Postpositions were the main method to represent comparative constructions in simple and complex sentences in Tatar. Conjunctions, the instrumental case of the noun and other means, could further express the meanings of such postpositions when translated into Russian. The analysis of translation of comparative constructions helped to identify the integral and the differential in the semantics and functioning of the conjunctions, which not only connected the components of the comparative constructions, but also created imagery. Using comparative constructions, writers and translators could refer both to the general concepts inherent in their native culture, and to their personal worldview. This seemed possible only with a preliminary comparative analysis of the semantics and the structure of lexical units. Analyzing the translations of literary texts, some functional and semantic correspondences were revealed: comparative postpositions such as kebek, syman, kuk, etc. and Russian comparative conjunctions such as As if for sure, etc. (Eng. like, as if, kind of); relative pair words in Tatar and correlative pairs in Russian; affixes of adverbs such as -cha/-che, -day/-dey in Tatar and the instrumental case of the noun in Russian.

Investigation of the Effects of Pre-Service Teachers' Socio-Economic Statuses and Personality Traits on Their Motivations

“…In many of these models, motivation is considered to be a sub-dimension of SRL. Among these models, the SRL models suggested by Zimmerman (2000) and Pintrich (2000) are the most used models (Sirazieva, Zamaletdinov, Fahrutdinova & Fahrutdinov, 2018). Also, the SRL model proposed by Schraw et al, (2006) is the model that contributes to research-in-practice and is more suitable for science education (de Blume, 2021).…”