Xorijiy lingvistika va lingvodidaktika –
Зарубежная лингвистика и
лингводидактика – Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
The formation of future translators’ professional
competencies at a linguistic university
Eldar GILYAZETDINOV
1
Uzbekistan State World Languages University
ARTICLE INFO
ABSTRACT
Article history:
Received December 2024
Received in revised form
10 January 2025
Accepted 25 January 2025
Available online
25 February 2025
The article discusses the issues of the formation of
professional competencies for future translators at a linguistic
university. The emphasis is placed on the importance of
integrating theoretical knowledge and practical skills for
successful training of specialists. The main methods and
approaches used in training translators, including specialized
courses, internships, and project activities, are highlighted. Key
aspects are discussed, such as developing intercultural
communication, increasing linguistic accuracy, and adapting to
modern labor market requirements. The conclusions of the
article emphasize the need for an integrated approach in the
educational process to achieve a high level of professional
training for future translators.
2181-3701/© 2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol3-iss2
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
professional competencies,
future translators,
integration of theory and
practice,
teaching methods,
intercultural
communication,
language accuracy,
training of specialists.
Til oliy ta’lim muassasasida kelajak tarjimonlarning
kasbiy kompetensiyalarini shakllantirish
ANNOTATSIYA
Kalit so‘zlar:
kasbiy kompetensiyalar,
bo‘lajak tarjimonlar,
nazariya va amaliyotni
integratsiya qilish,
o‘qitish usullari,
madaniyatlararo
kommunikatsiya,
lingvistik aniqlik,
mutaxassislar tayyorlash.
Maqolada lingvistik universitetida bo‘lajak tarjimonlarning
kasbiy kompetensiyalarini shakllantirish masalalari muhokama
qilinadi. Mutaxassislarni muvaffaqiyatli tayyorlash uchun
nazariy bilimlar va amaliy ko’nikmalarni integratsiya qilishning
muhimligi
ta’kidlanadi.
Tarjimonlarni
tayyorlashda
qo‘llaniladigan asosiy usul va yondashuvlar, jumladan, maxsus
kurslar, amaliyot va loyihaviy faoliyat yoritib berilgan.
Madaniyatlararo kommunikatsiyani rivojlantirish, lingvistik
aniqlikni oshirish hamda zamonaviy mehnat bozori talablariga
1
Senior Teacher, Teaching English Language Methodology Department №2, Uzbekistan State World Languages
University. E-mail: eldar_85g@mail.ru
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 2 (2025) / ISSN 2181-3701
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moslashish kabi asosiy jihatlar muhokama qilinadi. Maqola
xulosasida bo‘lajak tarjimonlarni yuqori darajada kasbiy
tayyorlashga erishish uchun ta’lim jarayonida kompleks
yondashuv zarurligi ta’kidlanadi.
Формирование
профессиональных
компетенций
будущих переводчиков в языковом высшем учебном
заведении
АННОТАЦИЯ
Ключевые слова:
профессиональные
компетенции,
будущие переводчики,
интеграция теории и
практики,
методы обучения,
межкультурная
коммуникация,
языковая точность,
подготовка специалистов.
В статье рассматриваются вопросы формирования
профессиональных компетенций у будущих переводчиков
в языковом вузе. Акцент сделан на важности интеграции
теоретических знаний и практических навыков для
успешной подготовки специалистов. Выделены основные
методы
и
подходы,
используемые
в
обучении
переводчиков, включая специализированные курсы,
стажировки и проектную деятельность. Обсуждаются
ключевые аспекты, такие как развитие межкультурной
коммуникации,
повышение
языковой
точности
и
адаптация к современным требованиям рынка труда.
В выводах статьи подчеркивается необходимость
комплексного подхода в образовательном процессе для
достижения
высокого
уровня
профессиональной
подготовки будущих переводчиков.
The primary aim in teaching future translators is the gradual development of
translation competencies. This objective is particularly relevant in light of the
modernization of higher professional education in the Republic of Uzbekistan and is
affirmed by regulatory documents that define the key professional and general cultural
competencies in this field.
Among the general cultural competencies noted in the state educational standard,
it is stated that a student should possess skills in sociocultural and intercultural
communication, ensuring the adequacy of social and professional contacts. A future
translator should have professional competencies, which include the readiness to
overcome the influence of stereotypes and engage in intercultural dialogue in both
general and professional spheres. Additionally, they should be skilled in the methodology
of preparing for translation tasks, as well as in conducting information searches in
reference materials, specialized literature, and computer networks.
The tasks of developing and improving professional and general cultural
competencies outlined in the state educational standard address issues that have
long been under the scrutiny of linguists, methodologists, and translation theorists.
The works of many translation studies theorists, such as I.S. Alekseeva, L.S. Barkhudarov,
N.K. Garbovsky,
L.K. Latyshev,
R.K. Minyar-Beloruchev,
V.V. Sdobnikov,
and
A.D. Schweitzer, are dedicated to the examination of issues related to achieving high-
quality translation. It is necessary to consider the full range of translation competencies
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
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in all their diversity to develop a methodologically sound approach to professional
training in this field. The credit for creating a comprehensive concept of translation
competence is known to belong to V.N. Komissarov.
According to his concept, the main aim of the translation course is to train highly
qualified specialists capable of performing translations at a professional level. Therefore,
a significant part of the course is devoted to developing professional translation skills,
mastering elements of translation strategy and technique, and gaining experience in
translating texts of varying degrees of complexity. In the process of creating professional
translation competence, a unique linguistic personality is formed, which possesses
several distinctions from a "normal," non-translating personality. These differences
manifest in all the main aspects of speech communication: linguistic, text-forming,
communicative, personal, and professional-technical. Therefore, the primary components
of professionally oriented translation competence are:
Linguistic competence in both receptive and productive aspects of the native and
foreign languages;
Text-forming competence, i.e., knowledge of the rules for generating texts in the
native and foreign languages, the ability to create texts of different functional styles,
genres, and types that are adequate to the original;
Communicative competence, which involves the ability to convey the meaning of
the source text in the target language as fully as possible;
Technological competence, i.e., specific knowledge, and mastery of basic
translation strategies and techniques;
Special competence (knowledge of the subject matter; mastery of the conceptual
and terminological framework of the relevant field);
Compensatory skills, i.e., the ability to use dictionaries, reference books,
databases, and other sources of supplementary information. [2, 36]
Let us consider some competencies that are important for teaching future
translators. The linguistic or language competence of a translator includes all aspects of
language proficiency typical of any native speaker, but it also entails several specific
features. These include retaining in memory knowledge of the language system, norms,
and usage, its vocabulary and grammatical structure, rules for using language units to
form speech utterances, the predominant use of specific sets of language units in various
communication spheres, territorial, social, and professional differences in the use of such
units, the influence of the communication context and the relationships between the
participants, and their role functions on the choice and manner of using language units.
At the same time, the specific nature of a translator’s speech activity imposes additional
requirements on their linguistic competence, not only because a translator must have
sufficient linguistic competence in two languages rather than just one.
The scope and objectives of communication, as well as the choice and manner of
using language means, are largely determined by the original text and do not depend on
the translator’s personal preference. Therefore, the translator must have comprehensive
linguistic competence in both languages involved in the translation process, in both
receptive and productive aspects. Naturally, each translator’s linguistic competence has
its limits, but the broader these limits, the higher their overall professional competence.
The ability to quickly expand and enhance one’s linguistic knowledge, especially in a
comparative context, is a central task in the training of future translators.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
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Text-forming competence ensures the successful exchange of speech productions
in the communication process and involves the ability to create texts of various types by
the accepted rules and stereotypes within a given community. A translator’s text-forming
competence also includes knowledge of the differences in the overall text construction
strategies between the two languages, both in terms of the nature of semantic coherence
and the methods of ensuring formal cohesion.
A special place in the process of training professional translators is occupied by the
development of communicative competence. This competence involves not only the
ability to interpret the meaning of statements and texts but also the ability to determine
whether reproducing the linguistic content of the original statement in the translation
can serve as a sufficient basis for making the correct inference about the overall meaning,
considering differences in background knowledge. If necessary, the translator must be
able to adjust the relationship between the linguistic content and the inferred meaning
by introducing the missing background information into the statement itself.
As a mediator in intercultural communication, the translator must possess
linguistic and cultural competence as a component of professional translation
competence. [8, p.33] In the process of preparing future specialists in linguistics and
translation, particular attention is paid to the development and improvement of general
translation skills that contribute to the adequacy of the translation in terms of realizing
linguistic and cultural competence. Among the most relevant skills here are context
analysis, identification and comparison of the scope of word meanings in both languages,
recognition of lexical units with national and cultural specificity, selection of equivalents,
use of pragmatic adaptation techniques, and editing. Equally demanding in the context of
linguistic and cultural competence is the acquisition of skills for gathering the necessary
information on the referenced topic to correctly understand and reflect the implicit
meaning of the statement in the translation. The specifics of the foreign language being
studied become apparent to the translation student only when comparing languages,
much like how one’s native culture is revealed when encountering a foreign one.
The practice of teaching translation theory and practice from English into Russian
or Uzbek confirms the necessity of organizing specialized work with reference and
encyclopedic literature, as well as dictionaries (both monolingual and bilingual), and
word corpora available on the Internet. These sources provide not only prescriptive
descriptions (how a word should be used) but also descriptive ones (how a word is
used). Since a translator deals with foreign-language speech activity in either oral or
written form, elements of linguistic and cultural competence are always present in all
components of the translator’s professional competence.
Thus, it becomes evident that the communicative competence being developed in
translators must have a comparative-dynamic character. This is not only the ability to
infer meaning but also the ability to compare the inferential capabilities of
representatives of two linguistic communities and make conclusions about the need to
alter the linguistic content of the statement in the translation to ensure accurate
comprehension of its full meaning. From a methodological perspective, it is important to
train future translators in inference, that is, understanding new meaning from context to
compensate for the lack of understanding of individual elements of the text.
Developing the ability to independently "decode" an unfamiliar text in class and
subsequently achieve interlingual equivalence is an extremely challenging task. It is well
known that the search for words in different languages that express "the same concept
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and do not differ from each other in emotional-expressive, stylistic, or any other kind of
constant significant information" is largely determined by their lexical-phraseological
compatibility, as well as various sociolinguistic connotations. [8, p.35] That is why, when
learning a foreign language, words should not be memorized individually based on their
meanings, but in natural conditions, in the most stable phrases characteristic of that
language. However, in the educational process, there is not always an opportunity to
"observe" the language being studied in a living cultural context, and such material is
often represented by the press, mass media, films, and television programs. Speech
illustrations of this nature help select the necessary elements for constructing statements
depending on the situation in the translation. It should be noted that in modern
translation theory, the above-mentioned linguistic and cultural or ethnocultural aspect is
traditionally not singled out as an independent component but is considered within the
broader pragmatic aspect of translation. [7]
Technological competence implies the specific knowledge, skills, and abilities
necessary to perform this type of activity. Translation knowledge ensures an
understanding of the essence and objectives of translation activity, familiarity with the
main principles of translation theory, various translation strategies, and technical
translation techniques. [6, p.123] In translation practice classes, three groups of general
principles for the translation process are strategically implemented: some initial
postulates, the selection of a general course of action that the translator will follow when
making specific decisions, and the choice of the nature and sequence of actions in the
translation process. The initial positions of the translation strategy are largely
determined by the intermediary role of the translator and the secondary nature of their
creativity. The translator’s work only makes sense when it meets the expectations of the
participants in interlingual communication. Therefore, the foundation of the translator’s
general strategy is the desire to understand the text being translated as fully as possible
and to find the most accurate equivalent in the target language. The translator’s strategy
is based on the understanding that any part of the text may present obvious or hidden
translation problems, leading to respect for the original and the inadmissibility of
thoughtless or superficial solutions.
At the same time, among these problems, there are typical, frequently encountered
ones that have more or less well-known, standard solutions, and there are unique,
occasional ones that require altering known techniques or searching for completely new
ones. The translator’s strategy for solving specific problems primarily depends on
defining the translation goal and the conditions under which it is carried out. Based on
these factors, taking into account the type of text being translated, the dominant factor in
translation training is determined. The leading principle is that understanding precedes
translation, although, during the translation process, the translator may repeatedly
return to the original text, deepening their understanding and accordingly adjusting the
translation.
A general rule is also the division of the text into sequential segments, with the
translator proceeding to translate the next segment only after having translated the
previous one. Practice shows that due to the linear nature of the comprehension and
speech production process, it is impossible to translate a sufficiently large text all at once,
and the segment of the original that constitutes a "translation step" usually equals one or
two sentences. In class, the most commonly practiced approaches are:
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
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preliminary familiarization with the subject of the source message by studying
parallel texts, reference books, encyclopedias, and searching for information on the
Internet;
reviewing the entire original text before starting the translation;
compiling a list of terms and unfamiliar words;
deciding whether to use a "draft" translation or to immediately choose the final
version of the translation;
reading translation segments aloud;
emphasizing pre-translation analysis or post-translation editing, etc.
Mastery of specific skills plays a decisive role in the professional technique of
a future translator. Not all the skills that ensure a successful translation process can be
identified and described. Among translation skills, one of the most important is the
ability to perform parallel actions in two languages and to switch from one language to
another. This skill is developed through the study of translation equivalents and
techniques, but most importantly, through constant bilingual activities – translating both
entire texts and fragments. Equally complex is the ability to perform parallel actions in
two languages during translation, which requires the skill to shift in each language from
surface structure to deep structure and back. Translation competencies include the
ability to select and correctly apply technical translation techniques and to overcome
difficulties related to the lexical, phraseological, grammatical, and stylistic features of the
source language.
The implementation of the competency-based approach should involve the
extensive use of active and interactive teaching methods (such as business and role-
playing games, case studies, psychological training, etc.) in combination with students’
independent work to develop and enhance professional skills. [9, p.22]
Translation competence is a complex, multidimensional category that includes the
qualifications necessary for a translator to carry out interlingual and intercultural
communication. This includes a specific "translational" command of two languages
(at least receptive proficiency in the source language and productive proficiency in the
target language), where the languages are projected onto each other; the ability to
"translate" the interpretation of the source text; mastery of translation techniques;
knowledge of the norms of the relevant style and genre; understanding of translation
norms that define the strategies of the target language; and a certain minimum of
background knowledge necessary for the adequate interpretation of the source text,
particularly "subject matter knowledge" required for successful translation within the
translator’s specialization.
Researchers and specialists in translation education identify various components
of translation competence. A comprehensive concept of translation competence was
developed by the Russian translation theorist V.N. Komissarov. He asserts that "in the
process of developing professional translation competence, a unique linguistic
personality is formed, which has several differences from a ‘normal,’ non-translating
personality. These differences manifest in all the main aspects of verbal communication:
linguistic, text-forming, communicative, personal, and professional-technical". [2, p.41]
We define translation competence as a heterogeneous phenomenon that integrates
several components (competencies), which correspond to four main aspects of the
translator’s activity in the field of professional communication (intercultural
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communication in a specific professional domain, the actual professional activity of the
translator, the professional translation environment, and the personality of the
professional). Accordingly, the following components of this competence are
distinguished:
Intercultural communicative competence:
The readiness and ability (following
social and cultural norms of communication in the fields of science and technology) to
understand oral or written statements and specialized discourses in a foreign language
and to produce them in Russian or Uzbek (linguistic, pragmatic, sociolinguistic
competencies).
Specialized competence:
The readiness and ability to perform translation of
professionally oriented texts at a professional level (basic, subject-matter, discursive,
sociocultural, strategic, technological, and information-technological competencies).
Social competence:
The translator’s professional interaction with the client,
meeting participants, and company or enterprise staff; mastery of professional
communication techniques commonly accepted in the profession; social responsibility
for the results of one’s work, etc.
Personal competence:
Possession of personality traits that are professionally
important for performing the translator’s activities.
In the process of training future translators, it is essential to consider that it is
impossible to prepare a future translator for a specific job position within the context of
university education. Consequently, during their university studies, future translators
should develop a necessary set of competencies through a synthesis of knowledge and
practical skills. These competencies will then be further refined based on the specific
requirements of their future workplace. Ultimately, these professionally significant
translation competencies form the foundation of professional thinking and enable the
achievement of the primary goal of training a specialist, the development of professional
competence.
Understanding the translation process as a professional activity, with its complex
functional structure and the identification of professionally significant competencies
necessary for proficient language skills, allows for the determination of strategies to
enhance the effectiveness of the educational process by increasing the emphasis on
foundational linguistic training.
The foundational components of translation competence include the knowledge,
abilities, and skills that are, to some extent, necessary for a translator regardless of the
type of translation (written/oral; consecutive, simultaneous, etc.) or the genre of the text
being translated (scientific-technical, business, journalistic, or other texts).
Our personal experience in the field of translatology suggests that it is advisable to
begin teaching translation by focusing on translation techniques, considering the
following objectives:
1.
to introduce students to the fundamental principles of translation, the
requirements for translators, and the expected outcomes of their work;
2.
to provide students with an understanding of the basic translation techniques,
the types of translation transformations, and the conditions under which they can or
should be applied;
3.
to develop in students the ability to apply basic translation techniques.
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Teaching translation techniques can be seen as the initial stage of translation
training and as a transitional phase from translation theory to its practical application. In
this section, the theoretical concepts of translation are deepened and materialized, offering
a more profound, "operational" understanding of translation. This understanding is
developed through the independent solving of various translation tasks, as well as through
the application of fundamental theoretical principles to specific problems. At the same
time, this stage of transitioning from theory to practice equips future translators with
knowledge of typical translation difficulties and methods for overcoming them. The
content of this stage primarily consists of problem-based translation exercises, with the
ultimate goal of developing the skills necessary to overcome certain typical translation
challenges and solve common translation tasks that a translator encounters during the
translation process, i.e., tasks primarily aimed at developing operational skills. [10, p.714]
Assignments can be completed in writing or orally with visual support. The choice
of the specific type of assignment ultimately rests with the instructor. Examples of such
assignments are presented in the educational manual by L.K. Latyshev and
V.I. Provotorov. For example, students are asked to determine what caused the
transformation of the semantic-structural appearance of the originals: differences in
language systems, language norms, or usage, using short statements in the original
language and their adequate translations into Russian, which differ significantly in
structure and semantics from the originals. The purpose of such an assignment is to
concretize and visualize the impact of factors such as the relationship between two
language systems, two language norms, and two usages on the translation. [3, p.36]
The next assignment is based on statements in a foreign language that contain
specially highlighted phraseological units. This type of task requires translating the
statements in such a way that they closely adhere to Russian usage, while also identifying
translations that are semantically and structurally closest to and farthest from the
original.
The goal of the third type of assignment is to develop the ability to distinguish
between functional styles and recognize the specificity of their linguistic expression.
This can be achieved using short texts in the native language, grouped in pairs, whose
content is nearly identical. The difference lies in their functional styles: one text is written
in a conversational style, the other in the style of journalism and media; one in a literary
style, the other in the style of official business communication. Students must determine
the functional style of each text, the relationship between the sender and the recipient
(formal, neutral, close, etc.), and identify specific linguistic features that support these
conclusions (e.g., colloquial vocabulary, simple syntax, repetitions, elliptical
constructions, unfinished sentences – all features of conversational, everyday style, etc.).
Experts in translator training note that when working with exercises, it is
important to consider the following. From a methodological point of view, each exercise
can be limited to discussing the phenomenon that is the core of the exercise. Regardless
of the tasks being solved in the lesson, the final translation of each sentence must adhere
to all norms of the target language. Constant attention to the significance of each word
and form is an essential condition for successful learning. However, this attention should
not lead to the idea that translation consists merely of conveying forms or even the
meanings of individual words. The established principle in translation theory that the
unit of translation is the text should be constantly reinforced and expanded in practical
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classes, with explanations that it is the meaning, not the forms or individual meanings,
that is to be translated. It is crucial that this requirement is emphasized from the very
first lesson and becomes one of the most important professional demands.
The specific components of translation competence include the knowledge,
abilities, and skills required for one or several related types of translation (written, sight
translation, paragraph-based, consecutive, simultaneous, etc.). In reality, translation
activities are conducted in one form of written or oral translation. Each of these forms
has its specific characteristics, requiring corresponding skills and abilities.
L.K. Latyshev and V.I. Provotorov identify specific skills for written translators,
including: 1) the ability to use dictionaries and reference materials, 2) the ability to
analyze the source text at the pre-translation stage, and 3) the ability to edit one’s
translation. [3, p.45]
The ability to use dictionaries and reference materials is reflected in the list of
professional competencies. Experience in translator training shows that students often
pay insufficient attention to working with dictionaries and reference materials. In the
work of a written translator, the ability to use a dictionary is fundamental, and mastering
it is not easy. Many translation errors are made by students when working with a
bilingual dictionary. In such cases, the translator must always be aware of the risk of
choosing an inadequate equivalent from the options provided in the dictionary entry, or
that the necessary equivalent may not be present at all. Acquiring this skill requires time
and specialized training, including exercises in substitution and meticulous work with
the dictionary. As noted by O.V. Petrova, it is important to instill in students an
appreciation for working with dictionaries. Therefore, an organizational requirement is
formulated – translation classes must be equipped with dictionaries of various types.
At the initial stage, these include English-Russian, explanatory English, and linguistic-
cultural dictionaries. [4, p.35]
The ability to analyze the source text at the pre-translation stage and its
significance should be given special attention, as a professional translator begins the
actual translation process during the analysis of the source text.
I.S. Alekseeva describes the components of pre-translation text analysis in detail.
This analysis begins with the collection of external information about the text, during
which the author of the text (editorial board, journalist, scientist, etc.) and its recipient
(children, adults, retirees, specialists, etc.) are identified; the composition of the
information (cognitive, emotional, aesthetic) and its density are determined; the
communicative purpose of the text (to convey important information, convince the
reader of the author’s viewpoint, establish contact, etc.); and the speech genre (interview,
scientific report, etc.). [1, p.25] This skill should be given careful attention, and work on
any coherent text in class and during homework preparation should begin with this
analysis. At the initial stage of training in written translation, it is advisable to perform
special tasks aimed at developing this skill. These tasks generally focus on developing the
ability to translate the source text not as a conglomeration of separate linguistic
elements, but as a cohesive whole, i.e., to develop the ability to solve individual linguistic
difficulties using the language of the specific text.
Let’s consider the specific skill of editing a translation, which forms the basis of an
essential stage in the work of a written translator – editing one’s translation. The editing
process involves correcting certain deficiencies in the translated text, which arise from
the specifics of the written translation process.
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The importance of this stage of translation work is explained by the fact that when
a translator performs a written translation, they can focus on and compare relatively
small segments of the source and target texts. This may result in various inconsistencies
that require correction, i.e., returning to and revising translation decisions. During
editing, the translator perceives the created text as a whole, allowing them to correct
deficiencies in the theme-rheme chain construction, eliminate repetitions, etc.
As V.S. Slepovich points out, editing a translation is a complex process that requires not
only knowledge of grammar, lexical variations of words, and overall language norms but
also a sense of style. [5, p.34]
The development of skills necessary for editing texts occurs in the classroom during
the review and discussion of written translation homework. The outcome of such
discussions is usually the following assignment: to rewrite the corrected translation and fix
any remaining unnoticed deficiencies. Sometimes, it is useful to assign students the task of
editing their peers’ translations, followed by a discussion of the corrections in class.
The specific components of translation competence include the parts necessary for
translating texts of a particular genre and style: scientific-technical, business, literary, etc.
Therefore, the specialized component of translation competence involves knowledge of
the subject matter and mastery of the corresponding terminology – lexical units that
denote concepts specific to the relevant field. According to translation specialists, it is
more effective for a specialized translator to acquire knowledge of the relevant subject
area while simultaneously learning the terminology in both languages.
L.K. Latyshev and V.I. Provotorov identify the most well-known methods for
acquiring subject area knowledge and mastering terminology. They recommend starting
the lesson with reading a text in a foreign language related to the subject area being
studied. The text is accompanied by a list of terms in the foreign language with
translations into Russian. Some terms may be provided with extended comments. The
text is translated into Russian in class or at home, followed by a series of exercises to
reinforce the new terminology. [3, p.15]
Introducing the subject area and terminology may conclude with a terminology
dictation – the instructor dictates the terms in the foreign language, Russian, or
alternates between the two, while the students immediately translate them in writing.
Each linguistic university determines the thematic focus for training specialized
translators based on the needs of society as a whole and its region. Today, technical
translators are in high demand. In the context of the problem under discussion, let’s
examine the formation of the specialized component of a translator’s professional
competence in the process of training for technical translation.
Based on experience in teaching technical translation, it is recommended to start
the lesson by answering students’ questions about their homework. The instructor
should anticipate such questions and be prepared to provide additional explanations on
the lesson material or terminology. While working on the translation of the text prepared
as homework, the instructor asks students to provide synonymous options for both
entire sentences and individual phrases. Written translation during practical classroom
sessions is not advisable. When the instructor is confident that the students have a
thorough understanding of the material on the topic being studied, written translation
assignments from the native language into the foreign language may be assigned as
homework. At the end of each topic, it is advisable to use a written translation of a
control text as a form of ongoing assessment. However, more effective is the practice of
conducting final lessons in the form of a conference based on the topic material.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 2 (2025) / ISSN 2181-3701
175
In conclusion, it should be noted that sufficient attention and time must be devoted
to developing the identified competencies in future translators during practical
translation classes. Practicing a specific algorithm for working on a translation instills
confidence in students, and completing assignments aimed at mastering terminology and
acquiring subject area knowledge allows the instructor to diversify the lessons and
maintain students’ interest in further improving their translation skills. It is particularly
important to emphasize that the main idea of the competency-based approach is that the
outcome of education is not just separate knowledge, abilities, and skills, but the
readiness and ability of the specialist to engage in productive and effective translation
activities in various professional significant situations. This approach involves fostering
the need for continuous acquisition and renewal of knowledge, the development and
improvement of abilities and skills, and their consolidation and transformation into
competencies that are formed in the process of educational activity.
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