LINGUODIDACTIC PRINCIPLES OF DEVELOPING PROFESSIONAL COMPETENCE FOR SIMULTANEOUS INTERPRETATION TEACHERS

Abstract

This article identifies and describes the language teaching principles for the formation of professional competence in simultaneous interpretation teachers. An analysis of domestic and foreign theoretical and practical research reveals that the problem of developing professional competence for simultaneous interpretation teachers, despite its undeniable significance, is still in the early stages of study. In the scientific, pedagogical, and translation discourses, the search for effective solutions has only just begun. Determining the linguodidactic principles of preparing translation teachers in general and forming their professional competence provides the basis for a comprehensive study of this complex issue. It is established that the professional competence of a translation teacher is an integrative characteristic of personality, which presupposes the formation of a complex of necessary competencies for effective pedagogical and translation activities, including various components of pedagogy and translation, and pedagogical communication within the framework of intercultural communication. The professional competence of a simultaneous interpreter is a complex formation that includes both general translation competencies, reflecting the main functions of translation activities, and specific competencies necessary for oral interpretation, including the simultaneous one (as readiness and ability to perceive and understand the oral speech of communicators from different cultures, to transmit it by the communication situation, genre, style, and register; ability to immerse oneself in situations of interlingual and intercultural interaction; ability to activate necessary competencies for translation and teaching activities; readiness for enriching communicative experience while mobilizing already developed skills and abilities; capacity for reflection and self-reflection). Linguodidactic principles of developing professional competence for simultaneous interpretation teachers are defined, taking into account the interdisciplinary nature of this process, namely: pedagogical, translation studies, linguistic, and psychological principles, without which it is impossible to organize the training process for future specialists qualitatively.