СОЦИАЛЬНЫЙ ПОДХОД В ФОРМИРОВАНИИ СПЕЦИАЛЬНЫХ ПЕРЕВОДЧЕСКИХ КОМПЕТЕНЦИЙ СТУДЕНТОВ-ЛИНГВИСТОВ

Abstract

The importance of the issue mentioned in the paper is caused by the increasing role of professional training of the university students. The main purpose is to analyze forms and principles of organizing classes in subjects on practical translation in the course of training linguists for a bachelor degree, specializing in Translation Theory and Practice, to determine the most effective didactic-methodical tools that can form professional translator’s competence. The paper presents the major factors causing a priority of the social approach in forming the professional translator’s competence: an increasing proportion of practice-oriented training in the course of training for a bachelor degree, a significant degree of employers’ participation in professional training of students, need for the best adaptation to quickly changing situation on the labor market. The work presents the main principles of functional and practical approach to translation which allow considering the strategy of forming linguists’ professional competence in close connection with the extension of strategies related to special kinds of translation. The paper presents results of comparative analysis performed on the data received within the course of commercial translation. The author analyzes real examples of the most effective tools and methods of organizing classes and assessment means for the practical commercial translation classes, which facilitate the development of students’ professional competence. The research conducted by the author proves that principles of social approach in forming special translation competences most effectively meet the demands on higher educational institutions, that is, to develop professionally significant skills that form the core of the students’ professional training. The results of the analysis of the factors, which influence the efficiency of forming special translator’s competences in higher educational institutions, and development of the indicated problems should become a perspective direction for further research in the sphere of teaching translation for students of linguistic specialties.