PRINCIPLES OF FUTURE INTERPRETERS’ COMMUNICATIVE CULTURE DEVELOPMENT

Abstract

This article explores the principles underlying the development of communicative culture in future interpreters. The effectiveness of translation activities is not solely dependent on the ability to translate linguistic constructions; it also requires a profound understanding of context and the skill to interact successfully with individuals from diverse cultures. The study analyses contemporary approaches and principles shaping the communicative culture of prospective translators. The primary goal and task of this research were to analyse and systematize the works of national and global scholars dedicated to the principles of developing interpreters’ communicative culture. To achieve this goal, the method of literary analysis was employed, involving the study of relevant literature and scientific sources related to the researched issue. This research method allowed the author to systematize existing theoretical approaches and identify perspectives for further study. The identified principles encompass multiculturalism (developing future interpreters’ abilities to comprehend the national peculiarities of individuals from different nations, the skill to understand ethnosociocultural features of interlocutors, and identifying the cultural subtext of messages), communicativeness (immersing learners in an environment that closely resembles the conditions of their future professional activity; engaging future interpreters in discussions, debates, dialogues, and other forms of communication during the course), interactivity (creating conditions for various ways and forms of interaction among students, e. i. working in pairs, mini and small groups, teams, etc. and with the instructor), non-linearity (a comprehensive approach to form a multicultural language personality capable of effective bilingual mediation between representatives of various nations), systematicity and consistency (formation of the communicative culture of future interpreters based on the logical presentation, sequence, and hierarchy of material in the educational process), professional personal orientation (selecting educational and methodological materials, forms and methods of conducting classes, tasks for independent preparation, which fully correspond to the general strategy of professionalization of academic vocational training), independence (redistribution of time between individual and classroom work in favour of the individual one, which will contribute to the development of student independence, autonomy, the formation of self-organization skills within the framework of preparation and execution of assigned tasks, activation of the use of information technologies, and, as a result, the transformation of the educational information environment into an open system that is constantly enriched by external sources of information), tutoring (shift of emphasis from the teacher to the student and their personal responsibility for the course and results of learning), empathy and tolerance (understanding the experiences, emotions and feelings of the interlocutor that arise during bilingual intercultural communication). The research underscores the necessity of a comprehensive approach, considering various aspects of intercultural communication and leveraging modern pedagogical technologies. Special emphasis is placed on fostering empathy, tolerance and cultural empathy among interpreters. Key findings highlight the need for a harmonious blend of internal psychological approaches and external educational conditions for advanced results in forming the communicative culture of future interpreters. The rapid development of multimedia technologies significantly influences translation education, opening new perspectives for innovative tools in honing the communicative skills of budding translators. The article concludes by emphasizing the importance of considering these principles in the ongoing development of pedagogical strategies and programs aimed at enhancing the communicative culture of future interpreters. The insights provided in this study contribute to a nuanced understanding of the evolving dynamics in interpreters’ training, offering a foundation for continued pedagogical research and program design in this domain.