Psychological Aspects of Using Video for Forming Teenagers’ Translational Competence

Abstract

The aim of the article is to show the types of video material which help to develop the translational competence of teens; to determine the structural components of willingness of pupils to provide translational activity. Methods of the research. As for general scientific methods, such of them as the method of induction, deduction, analysis and synthesis, comparative and descriptive methods and explanatory ones. The results of the research. In this article we consider the development of the translational competence of schoolchildren from the standpoint of the cultural approach. So, it is a process of forming the personal position of the individual, taking into account the diversity of subjective and objective factors, which involve the implementation of strategies for managing the personal resources which are necessary for making the translation on the professional level. It was noted that the development of the translational competence of schoolchildren also involved the formation of personally significant position, which was understood by us as a system of dominant values-semantic attitudes of pupil to the socio-cultural environment, of himself/herself and his/her activities. Therefore, the conceptual model of the development of the translational competence of schoolchildren, in our opinion, will necessarily include readiness of schoolchildren to perform the translational activity. The formation of readiness for foreign language communication and translation becomes a necessary prerequisite for the training of pupils who speak a foreign language and are able to get in touch with representatives of another culture. The readiness for foreign language communication and translation is considered by us as the integral personal new formation that involves a high level of knowledge of a foreign language, linguistics in general, as well as the pupils’ possession of gaining the necessary communication skills. We also attribute the state of readiness mainly to intellectual and volitional states, as its leading characteristics are the desire successfully to solve problems of self-development, self-improvement, creativity and confidence in the development of their abilities to translate, which can be considered as a necessary condition for volitional decision-making, management of their behavior and providing actions in order to achieve the goal of their activity. We consider the state of readiness of a pupil for self-development and self-realization as a desire of the individual to overcome internal contradictions, states of anxiety and cognitive dissonance, creative implementation of plans and programs of self-realization. The readiness of a pupil for self-development is determined by general and special knowledge, skills, mental processes, states and personality traits, and ultimately by the responsibility for the results of self-improvement and personal growth. Conclusions. It was stated that that conceptual model would necessarily include readiness of pupils for performing the translational activity. Willingness is characterized by the different nature of the interconnections of its structural components (a cognitive component – knowledge of a foreign language, a linguistic one – linguistic competence, the component of implementation – communication skills). Considering the readiness of a pupil as a component of person’s intercultural communication and as a set of individually significant psychological factors of a schoolchild, we (taking into account the diagnostic goals) have identified the characteristics of different levels of the development of each of the factors of readiness, which we mean as a criterion basis for studying the phenomenon of pupils’ readiness for organizing the process of successful intercultural communication. The first (a cognitive) component is considered in the context of this research as varying levels of foreign language acquisition. In fact, in our opinion, a cognitive component of readiness contains the linguistic competence of the person, as well as his/her communicative skills and the peculiarities of using them in the process of translation activity.