Volume 03 Issue 08-2023
23
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
08
P
AGES
:
23-28
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article describes the opinion that the development of linguistic, cultural and communicative competence of future
translators is an important factor in the development of pedagogical and psychological foundations.
KEYWORDS
Pedagogical-psychological, linguistic and cultural, modern outlook, social necessity, continuous education, individual
qualities, economic development, educational standards, Education and training, scientific-methodical.
INTRODUCTION
The professional communication of the translator is
determined by the fact that he is not only the owner of
two languages, but also a person who divides into two
cultural spaces at the same time, and is able to perceive
the world from two different points of view at the
same time. Naturally, psychoglossa as a unit of the
translator's language consciousness can be a bilingual
that captures the structures of two languages (mother
tongue and foreign language) that are compatible with
each other. However, bilingualism is not only
communication in two languages, but in order to carry
out the translator's professional activity, the translator
must have a mechanism of recoding from the foreign
language to the native language and vice versa, outside
of the psychoglossary. Thus, the main features of the
translator's language consciousness are the complex
of psychoglosses as components of biculturalism and
literacy, the mechanism of recoding from the mother
tongue to the foreign language and vice versa, the
codification of the communication of cultures.
LITERATURE ANALYSIS AND METHODOLOGY
In particular, V. N. Komissarov said that in the process
of intercultural communication, the translator
performs
the
following
functions:
cognitive-
communicative,
planning,
organizing,
gnostic,
Research Article
LINGUISTICS OF FUTURE TRANSLATORS AND PEDAGOGICAL CONTENT
OF COMMUNICATIVE COMPETENCE DEVELOPMENT
Submission Date:
August 20, 2023,
Accepted Date:
August 25, 2023,
Published Date:
August 30, 2023
Crossref doi:
https://doi.org/10.37547/ijp/Volume03Issue08-05
Abdurakhimova Umida Shukhratovna
Fergana State University Independent Researcher, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 08-2023
24
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
08
P
AGES
:
23-28
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
mediating, creative. According to I. Ya. Resker, A. D.
Schweizer, the cognitive-communicative function is
related to the process of receiving and transmitting
information, encoding and decoding, which is carried
out by means of signs. G.L. Lsilova does not
communicate without speech, therefore, she
recognizes that it is necessary to carry out speech
activity at all stages: listening and understanding:
understanding the speech of the listener and
interlocutor, heard and broadcast speech, the main
information in the listened text, radio and TV programs
on current topics; listening: understanding yourself
introducing, making a request, making an offer,
accepting an offer, receiving and giving information,
making a presentation within the given topic; reading:
reading literary and artistic, popular materials related
to the topic; writing: composing texts related to the
topic and writing official documents. According to
K.J.Riskulova, another special quality that determines
the communicative competence of second language
speakers is the ability to audit and listen. Good
intuition, health of the hearing apparatus, stability of
attention, sufficient volume of useful memory,
properties of the nervous system, and the continuous
delivery of information have a positive effect on the
improvement of the audit process. loses Therefore, the
psychosemantic structure of speech, the study of its
linguistic and paralinguistic aspects is considered the
main and important condition for the communicative
competence of a second language owner.
According to V.V.Safonova, "the professional
communication competence of the translator is a
certain level of acquisition of language, speech and
socio-cultural knowledge, skills and abilities, and it is
communicatively appropriate and purposeful to the
target, to the functional factors of bilingual
communication that create the basis for the
development of two cultures. allows you to change
your behavior. According to Ye.F. Tarasov, the dialogue
of cultures plays a role in overcoming the intercultural
gap in the translator's language consciousness. The
owner of the national culture is not only the owner of
a certain set of social and cultural knowledge, but also
a person whose mental qualities have been formed as
a result of receiving the knowledge of the native
culture. These qualities mean images of consciousness
(meaning) associated with "words used by
communicators to form thoughts during the encoding
and decoding of speech information." The real
monologue of cultures takes place only in the mind of
a specific culture owner who has achieved
understanding of the mind (images) of another
(foreign) culture. lexical-grammatical, social-cultural,
speech-cultural components were distinguished in the
structure of professional communication competence
of the future translator.[1:54]
In higher educational institutions of the world, creative
mechanisms for developing the professional and
creative abilities of future translators-scholars have
been implemented in the educational process. In the
new concept of education until 2030 adopted by
international organizations and UNESCO, it is
recognized as "the main driving force of education and
development and an important activity leading to the
goals of sustainable development." In higher
education institutions, special attention is paid to the
development of professional creative abilities of future
translators, modeling of the educational process,
creation of electronic information and educational
resources, use of modern pedagogical and information
communication technologies, development of creative
competence in students.
In the world, higher educational institutions and
scientific research institutes are carrying out scientific
research work on developing the professional and
Volume 03 Issue 08-2023
25
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
08
P
AGES
:
23-28
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
creative abilities of translators, organizing the
educational process on the basis of media
technologies, and developing the pedagogical
possibilities of developing professional and creative
abilities. At the same time, special attention is paid to
scientific research work on professional problems,
testing scientific hypotheses, identifying professional
problems, and determining educational strategies for
independent thinking.
In particular, currently, in the higher education system,
the search for ways to effectively prepare specialists is
carried out on the basis of systematic, personal-active,
cultural, polysubject, technological and other
approaches. As the theoretical-methodological basis
for the development of the system of formation of
linguistic-communicative
competence of future
translators, we have chosen systematic-active and
cultural studies approaches. Their application
complementing each other ensures the organizational
complexity of the process of forming the linguo-
communicative competence of future translators and
the construction of a system that works effectively as
an interlinguistic-cultural communication process.[2]
Therefore, the implementation of these rules allows to
study the process of forming the linguistic and
communicative competence of future translators from
the point of view of a certain level of abstraction,
because pedagogical interaction is seen as a source of
self-development of the pedagogical system. rib, they
do not reveal the essence of the process of interaction
between the teacher and the students, in which
competence is formed.
Taking into account the specificity of the researched
process and the nature of the character being formed
in future translators, we emphasize that both
structural and functional features of the process of
forming the linguistic-communicative competence of
future translators should be taken into account when
building our system. Therefore, in order to ensure the
effective formation of linguistic and communicative
competence of future translators, we needed an
approach that combines the aspects of systematic and
active approaches. This is a systematic and active
approach that requires the construction of an orderly
and systematic preparation system for the linguistic-
communicative competence of future translators in
the context of modeling the speech activity of a
foreign language in educational sessions.[4] The
systematic-active approach envisages building a
system of future translators' linguistic-communicative
competence formation as a process of involving the
student in interlinguistic communicative activity. [5:68]
The cultural studies approach teaches the creation of a
process of forming the linguistic-communicative
competence of future translators as a dialogue of
cultures. provides in this, the student takes an active
position from the beginning and appears as a subject
of interlinguistic, intercultural and interpersonal
professional communication.
On the basis of systematic-active and cultural studies
approaches, we have developed a communication-
oriented system for the formation of linguistic-
communicative competence of future translators,
which can be considered a subsystem that works
within the framework of the existing professional
linguistic education system. Focusing on the goals,
tasks, content, as well as methods and forms of
professional training, it also has its own goals, tasks,
content, methods, forms and is based on a system of
certain principles.[6]
As a result of the theoretical analysis and
generalization of the empirical material obtained
during the research, we came up with the following
system of principles: the principle of scientificity, the
Volume 03 Issue 08-2023
26
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
08
P
AGES
:
23-28
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
principle
of
openness,
the
principle
of
communicativeness, the principle of technology, the
principle of integrity, the principle of dynamism.
Scientific principle: in the process of forming the
language-communicative competence of future
translators, it is necessary to use modern scientific
achievements in the fields of pedagogy, psychology,
foreign language teaching methodology, linguistics,
and translation studies. Outdated data can not only
affect the working quality of the system, increase the
time, intellectual, emotional, material and financial
costs spent on its creation, and may lead to negative
consequences during its operation.
Communicative principle: formation of linguistic and
communicative competence of future translators,
modeled in teaching and learning activities, learn a
foreign language as a means of intercultural
communication in an orderly, systematic and
interdependent manner. should be implemented in the
process of teaching. Creating an educational process
as a communication model means modeling only the
basic,
essentially
important
parameters
of
communication,
which
include:
personality
characteristics of the subject's communicative activity,
interaction of speech parameters and effect, situations
as a form of communication, a meaningful basis of the
intercultural communication process, mastery is a
system of speech tools that ensures communicative
activity in communication situations, a functional
characteristic of the acquisition and use of speech
tools, heuristics.
The principle of technologicalness: the process of
forming the linguistic-communicative competence of
future translators should be a system of sequential and
interdependent actions that ensure that the initial
state of this competence acquires a new quality. In this
case, violation of the sequence of actions may lead to
unimaginable results. Implementation of this principle
in the process of formation of linguistic-communicative
competence ensures intensive delivery of material,
active position in requirements and high level of
independence, feedback in continuous development,
achievement of specific actions and algorithmization.
Therefore,
the
formation
of
linguistic
and
communicative competence of translators can be
effectively implemented only within the framework of
a specially developed system that covers the
theoretical and practical training of future specialists.
The theoretical and methodological foundations of the
formation of a communicatively oriented language-
communicative competence system consist of
systemic-active and cultural studies approaches.
Systemic-active approach - focuses on studying in a
systematic approach a set of interrelated features,
methods and processes that are organized and
necessary to create a targeted effect on the formation
of the specialist's competence.
The cultural studies approach sees the student as a
cultural subject that provides the correct perception,
understanding and evaluation of other cultures.
The system of formation of linguistic-communicative
competence of future translators is described by the
orientation to the development of second-level
linguistic characteristics of students, the dialogue of
cultures,
and
three
interrelated
components
(motivational-purpose,
content-technological,
evaluative). -resultative) and is carried out taking into
account the principles of scientificity, communication,
technology, integrity, openness, and dynamism.
The
system-forming
factor
is
the
task
of
communicative dialogue, which is understood as a
situation related to the goals and conditions of
intercultural communication, when the subject's
Volume 03 Issue 08-2023
27
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
08
P
AGES
:
23-28
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
knowledge of the subject of foreign language
communication is insufficient and communicative
activity works in dialog mode.
The structural components identified by us are in close
interaction and form a communication-oriented
system for the formation of linguistic and
communicative competence of future translators,
focusing on the development of students' second-level
linguistic characteristics, focusing on the dialogue of
cultures. and implemented taking into account the
principles of scientificity, communication, technology,
openness, integrity, religion.
CONCLUSION
The formation of linguistic and communicative
competence of translators can only be effectively
implemented within the framework of a specially
developed system that covers the theoretical and
practical training of future specialists;
The theoretical and methodological bases of the
formation of a communicatively oriented language-
communicative competence system are systematic-
active and cultural studies approaches. Systematic-
active approach - focusing on the systematic study of a
set of interrelated features, methods and processes,
which are organized to form the specialist's
competence and necessary to create a targeted
impact. points. The cultural studies approach sees the
student as a subject of culture that provides the
correct perception, understanding and evaluation of
other cultures;
The system of formation of linguistic-communicative
competence of future translators is characterized by
the orientation to the development of students'
second-level linguistic characteristics, the dialogue of
cultures, and includes three interrelated components
(motivational-targeted,
content-technological,
evaluative-resultative). and is carried out taking into
account
the
principles
of
scientificity,
communicativeness, technology, integrity, openness,
and dynamism.
The system-forming factor is the communicative-
dialogue task, which is understood as a situation
related to the goals and conditions of intercultural
communication, when the subject's knowledge of the
subject of foreign language communication is
insufficient and the communicative activity is in the
dialogue mode. works.
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Volume 03 Issue 08-2023
28
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
08
P
AGES
:
23-28
SJIF
I
MPACT
FACTOR
(2021:
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705
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(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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