The content and structure of intercultural competence of future translators

Abstract

The article considers the content and structure of intercultural competence of future translators. Problems of teaching students in these majors involve obtaining the necessary knowledge and opportunities for professional development. The issues of future translators training in the bachelor's degree have been studied by many scientists from different countries. The article highlighted the «intercultural competence» concept. Analysis of research on the «intercultural competence» concept in terms of different approaches, revealed that an important role in its development is played by emotions and personal qualities. Intercultural competence is defined as five elements: motivation, knowledge, skills, context, and outcome. The focus is on the compositional model of intercultural competence (D. Diardorf's research), which determines cognitive knowledge (elements of cultural self-awareness, understanding of culture, culture-specific information, and sociolinguistic awareness); affective elements (attitude, respect, openness, curiosity, and tolerance for ambiguity); behavioral dimensions (listening, observation, interpretation, analysis, evaluation, and relationship). It is established that the concept of professional competence of a modern bachelor-translator can refer to the professional qualities required for translators engaged in translation activities, including professional knowledge, professional ethics, ability to interpersonal communication with clients, etc. Translation competence is properly manifested: in the strategy of work in real-time, namely, in the process of authentic translation; in distinguishing between two languages in solving translation problems; operating knowledge in the labor market of translators; solving translation problems in different types of text, using appropriate strategies.