Volume 05 Issue 05-2025
47
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
05
ISSUE
05
Pages:
47-51
OCLC
–
1368736135
A
BSTRACT
The organizational and methodological foundations of developing the professional competencies of future
translators based on the acmeological approach are highlighted. An analysis of the organizational and
methodological foundations of developing the professional competencies of future translators based on
the acmeological approach is carried out.
K
EYWORDS
Acmeological approach, future translators, professional competence, integral quality, important
professional qualities, competence, competence, professional competence, knowledge, qualifications,
skills, abilities, organizational foundations, methodological foundations.
I
NTRODUCTION
Acmeologist scientists O.S. Anisimov, E.N.
Bogdanov, A.A. Bodalev, A.S. Guseva, A.A. Derkach,
V.G. Zazikin use the term “professionalism” in their
research, defining it as a qualitative characteristic
of a labor subject, reflecting high professional
qualifications and competence, a variety of
effective professional skills and qualifications,
knowledge of modern methods of solving
professional tasks. All this allows for the most
productive implementation of activities [1;-48.p.].
It is worth noting that when considering the
concepts
of
professional
development,
Journal
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Research Article
Organizational and Methodological Foundations for
Developing Professional Competencies of Future
Translators Based on The Acmeological Approach
Submission Date:
March 23,
2025,
Accepted Date:
April 19, 2025,
Published Date:
May 21, 2025
Crossref doi:
https://doi.org/10.37547/ijasr-05-05-06
Mamarajabov Batir Bakhodir oglu
Independent researcher at the National Pedagogical University of Uzbekistan named after Nizami, PhD.,
Uzbekistan
Volume 05 Issue 05-2025
48
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
05
ISSUE
05
Pages:
47-51
OCLC
–
1368736135
professional formation, professionalism, scientists
use the following terms: acquisition of knowledge,
qualifications, skills, experience, properties,
methods. All this can be covered by the concept of
professional competence of an employee. Thus, it
became clear that problems similar to professional
competence are actively being addressed at the
intersection of disciplines in the humanitarian
direction. The integrity and continuity of personal
and professional development, the problems of
professional self-determination in the context of
pedagogy are being studied by O.I. Donina, S.V.
Koshchin, T.S. Komarova, T.V. Kudryavtseva, N.I.
Kalakov, T.I. Rudneva, N.B. Shmeleva, I.S.
Yakimanskaya, L.Ya. Yasyukova. The conditions
and factors of a person's rise to the heights of
professionalism in acmeology are being studied by
B.G. Ananev, A.A. Bodalev, A.A. Derkach, N.V.
Kuzmina, A.K. Markova, I.N. Semanov, Yu.V.
Sinyagin, E.A. Yablokova, aspects of the
relationship between the professionalism and
competence of personnel are being identified. G.
Moskowitz, R.L. Oxford, R.C. Scarcella, E.W. Stevick,
E. Tarone, J.W. Hunt, etc., etc. [2; -218.p.].
Analysis of this problem in the USA, England,
Germany, France shows that the focus in the
requirements for a modern employee is shifting
from the formal factors of his qualifications and
education to the social value of his personal
qualities. So, our understanding of professional
competence is also reflected in the rules developed
by E.F. Zeyer, V.N. Komisarov, A.K. Markova. We
also consider professional competence to be the
acquisition of relevant knowledge, skills and
abilities by a specialist that allow him to act
independently
and
responsibly
in
the
implementation of professional activities. In this,
we consider not only cognitive (knowledge),
operational-technological activities, but also the
knowledge, skills and abilities that make up the
moral, social and behavioral spheres, including the
ability to establish communication, solve
exemplary professional tasks, and control
emotions. Using the ideas of acmeology, we also
include skills aimed at independent acquisition of
new knowledge and advanced personal and
professional development.
In the conducted study, we considered professional
competence in the context of the professional
activity of a translator. A retrospective analysis of
the literature [3; -192.p.] allowed us to distinguish
existing definitions of translation. In different
concepts, the concept under consideration is
explained differently: as “the process of
transforming a speech work in one language into a
speech work in another language while
maintaining an unchanged plan of content”
- in L.S.
Barkhudarov [6, p. 24]; as a type of language
mediation, which is to bring bilingual
communication, the social purpose of which is
indirectly made, as close as possible to simple
monolingual communication - in L.K. Latyshev; as
the process of creating a translation, that is,
transmitting the full content of the original through
the medium of the translated language - in G.M.
Strelkovsky [4; -43.p.].
I.A. Zimnyaya and V.I. Yermolovich defines
translation as “a continuous process of
understanding (formation and expression) of the
received thought”. According to the authors, when
Volume 05 Issue 05-2025
49
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
05
ISSUE
05
Pages:
47-51
OCLC
–
1368736135
implementing translation, it is necessary to first
understand the meaning of the message, and then
“transform” it into the goal in order to form and
express a sentence in another language [6; p. 53].
The proposed points of view on the concept of
“translation” see this process as a type of
interlingual transformation. However, researchers
B.A. Benediktov,
E.M. Dobruskin, L.A. Kapanadze, D. Robinson, I.P.
Smirnov, A.F. Shiryayev see translation as a type of
activity. For example, B.A. Benediktov defines
translation as “a separate bilingual activity”, and
A.F. Shiryay
ev as “the activity of verbal thinking”
[4; -192-p.]. D. Robinson considers the translation
process as a complex type of intellectual activity
that requires rapid multi-level analysis of semantic
fields, syntactic structures, cultural differences of
the reader or listener, sociological and
psychological aspects of his attitude. "There is
always creativity, innovation in translation, and
even translators of the most formalized texts
(weather forecast) are constantly faced with new
situations and are forced to solve unexpected
problems" [4;-157 p.]. Agreeing with G.K.
Strelkovsky, we believe that it is necessary to
formulate the concept of translation on the basis of
all three levels of language analysis, namely:
• syntactic level, i.e. only elements of the la
nguage
and their mutual relations are taken into account;
• semantic level, i.e. in addition to the above
-
mentioned relations, the relationship of speech
works to situations of reality is also taken into
account in the analysis;
• pragmatic level, i.e. in
addition, the relations that
arise when taking into account the systems of goals
and functions that arise between language
elements and communication participants are
taken into account [10; p. 79].
•
summarizing the diversity of definitions, we
conclude that translation cannot be considered
only as a process of recoding language. Translation
is a special type of human activity that satisfies the
general need for bilingual communication, as close
as possible to monolingual communication in
constantly changing textual, social and cultural
conditions. Having analyzed a number of literary
sources, we have identified the following functions
of
the
translator:
cognitive-informational,
organizational, design, mediation, gnostic, creative.
The implementation of these functions occurs in
practice through the activity of the translator and,
in our opinion, requires a certain level of
professional competence. Thus, we adhere to the
principle outlined above, according to which
professional competence should be viewed in
relation to a specific professional activity. Based on
the description of professional competence that we
have formulated earlier, it is appropriate to initially
assume the following: the professional competence
of a future translator is a set of knowledge, skills,
abilities and personal qualities that a translator
needs to successfully perform professional
functions.
•
based on the study of the professional
competence of a translator, this concept includes
the following components:
Volume 05 Issue 05-2025
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International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
05
ISSUE
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Pages:
47-51
OCLC
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1368736135
•
• text
-forming competence - the ability to
create texts of various types in accordance with the
rules and stereotypes of the language;
•
• communicative competence
- the
translator's ability to change (correct) the
relationship between language content and
meaning by introducing missing background
information;
•
• personal competence
- the ability to
organize oneself mentally, quickly switch
attention, and switch from one language to
another, from one culture to another;
•
• moral and ethical competence
- the quality
of one's work, awareness of full responsibility for
moral and material damage resulting from
dishonest work;
•
•
technical
competence
-
specific
knowledge, skills and abilities necessary to
perform a given type of activity.
Thus, a review of scientific works on the problem
of our study and the views of many scientists
describing the features of professional education in
general and professional training of translators in
particular, as well as a study of the work experience
of faculties of translator training, a comparison of
the normative bases and programs of the
translation studies course showed that they do not
provide for the formation of professional
competence of translators in the unity of
epistemological, ethnolinguistic, psychological and
information-technological
components.
The
process of training future translators at this stage
consists only in the mastery of the main types of
speech activity by students in their linguistic and
subject forms. Such traditionally laid down training
cannot by itself provide for the training of
professionally competent translators with the
specific qualities described above.
Having analyzed the existing ways of training
translators at the present stage, we came to the
following conclusion: at the moment there are
certain developments in this area, but the material
is not fully systematized and does not meet many
of the requirements of the education system, the
process of training translators is often replaced by
teaching a foreign language; there is a very weak
connection between the theoretical and practical
training of translators; the language component of
the professional competence of a translator is
taken into account almost everywhere, but
insufficient attention is paid to the ethnolinguistic
and psychological components of translator
training. The development of the information and
technological component of the professional
competence of a future translator is of particular
importance in connection with the expansion of the
information society, but very little attention is paid
to it in the process of training translators. The issue
of training translators on the basis of information
technologies and the technology of their use has
not been sufficiently developed. As a result, the
level of training of specialists does not meet the
requirements of modern society; Today, there is no
methodology for training professionals with
professional competence that meets all the
requirements for the profession in the field of
translation. At the same time, there is an urgent
need for both students and employers to
Volume 05 Issue 05-2025
51
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
05
ISSUE
05
Pages:
47-51
OCLC
–
1368736135
modernize the methodology for training
translators; there are difficulties in organizing
internships for future translators in the country of
the language being studied.
Therefore, the search for effective ways to form the
professional competence of future translators
should be carried out in the direction of a number
of approaches: active, systematic, competent,
synergistic, cultural studies, etc. The conclusions
made allow us to identify the following promising
areas for training translators in modern conditions.
They are: active involvement of students in
practical activities in the process of training
translators in a higher educational institution;
training future translators with the active use of IT
used in translation activities; the presence of an
educational and methodological complex that
takes
into
account
the
epistemological,
ethnolinguistic, information-technological and
psychological components of the professional
competence of a future translator. Such an
understanding of the process of forming the
professional competence of a future translator very
clearly reflects the essence of the translation
process and paves the way for the creation of a
theory that teaches translation as a special type of
activity.
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