THE STRUCTURE AND CONTENT OF THE BASICS OF TRANSLATION COMPETENCE OF STUDENTS OF SENIOR SPECIALIZED CLASSES

Abstract

The integration of profi le-oriented training at the senior stages of school education is aimed at professional self-determination of students. The results of the educational process are defi ned in the relevant regulatory legal documents, on the basis of which the modern system of education is built. According to the requirements refl ected in these documents, the state currently sees the need to teach high school students how to work with textual information as a way of transmitting existing knowledge, for communication, and as a tool for receiving new information, in order to enrich existing knowledge. Such an organization of the learning process is aimed at creating a unifi ed educational space and establishing interdisciplinary connections. According to the requirements of the standards, students of specialized classes must be taught written profi le-oriented translation of popular scientifi c texts. However, in the available scientifi c research on the topic of teaching translation, the question of teaching this type of speech activity directly from a professional point of view is most widely disclosed. The authors argue that it is wrong to talk about the formation of translation competence in the framework of training in a specialized high school class, but it is possible to form the foundations of translation competence. Taking into account the generally accepted structural and content composition of translation competence, the peculiarities of the organization of the learning process in the senior profi le school and the subject results of profi le and noncore subjects (using the example of a socio-economic profi le with a profi le subject “Economics”), the structural and content composition of the foundations of translation competence in the form of three components: linguistic, subject-oriented and information-orientedtechnological, which are implemented in the process of forming the required competence in three aspects: cognitive, activity and analytical.