Problems of formation of linguistic andinformation competence of the future interpreters

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Problems of formation of linguistic andinformation competence of the future interpreters

Monashnenko Anna

Ph.DinPedagogics,

seniorLecturerattheDepartmentofForeignPhilologyandTranslationNationalUniversityofLifeandEnvironmentalSciencesofUkraine

У статті автор аналізує проблему формування лінгво-інформаційної компетентності у майбутніх перекладачів, визначає основні складові лінгво- інформаційної компетентності:лінгвістичну та інформаційну компетентність, характеризує ці компетентності та виділяє функції кожної з них. Автор вказує на важливість засвоєння саме лінгво-інформаційної компетентності у процесі підготовки фахівців перекладацької галузі.

Ключові слова: лінгво-інформаційна компетентність, лінгвістична компетентність, інформаційна компетентність, перекладач, навички перекладу.

В статье автор анализирует проблему формирования лингвоинформационной компетентности у будущих переводчиков, определяет основные составляющие лингво-информационной компетентности: лингвистическую и информационную компетентности, характеризирует данные компетенции и выделяет функции каждой из них. Автор указывает на важность усвоения именно лингво-информационной компетентности при подготовке специалистов переводческой отрасли.

Ключевые слова: лингво-информационная компетентность, лингвистическая компетентность, информационная компетентность, переводчик, навыки перевода.

The author analyzes the problem of the formation of linguistic and information competence offuture translators, defines the basic components of the linguistic and information competence: linguistic and information competence, competence characterizes the data and highlights the function of each of them. The author points out the importance of mastering namely linguistic and information competence in the training of the translation industry.

The structure of the linguistic competence of the translator is defined as the unity components: linguistic and socio-cultural. Therefore, in addition to lexical, grammatical, phonetic and phonological knowledge, an important component of translation knowledge is the socio-cultural aspect: country studies, linguistic knowledge, skills and abilities. This component involves knowledge of national and cultural realities offoreign countries, norms of non-verbal behavior of native speakers and ways of using them during communication.

Information competence is acquired during the teaching of a foreign language to future translators in order to characterize the information and characteristics of the culture and traditions of the people of the country the language being studied. Formation of informational competence in future translators provides understanding of information and conducting a successful translation orally or in writing, andforms the basis for the formation of intercultural competence, which implies the ability of students to interact in a multicultural society.

Key words: linguistic and information competence, linguistic competence, information competence, translator, translation skills.

Formulation of the problem

linguistic informational competence fahivets translations

The acquisition of a foreign language and translation skills for the successful completion of further professional translation activities is the ultimate result of training highly skilled translators. In this case, it is about bilingualism as the main component of the teaching of translation, which defines the ultimate goal of teaching foreign language communication - the acquisition of students' linguistic and informational competence in oral and written translation. In our opinion, the above circumstances make it relevant to develop the skills of translation, which contributes to the formation of linguistic and informational competence among students.

Analysis of recent research and publications.Linguistic competence was regarded as Soviet (L. Scherba, I. Zimnya) and foreign (N. Chomsky, V Ulrich, D. Heimz, I. Taroun and J. Yul), as well as domestic scientists (M. Pridljany,

I. Kamenskaya, T. Symonenko, T. Lobanova). The essence of information is disclosed in the writings of D. Bella, A. Verbitsky, T. Voronina, K. Colin, A. Toffler, and others.

The purpose of our article is to define the concept of linguistic-information competence and the formation of linguistic and informational competences for future translators.

The main material

Definition of the concept of linguistic competence was formulated by many scholars. So, S. Kornienko defined linguistic competence as the ability to recognize, call and define linguistic concepts, operate linguistic facts on phonetics, morphology, lexicology, syntax and stylistics, to master the norms of pronunciation, spelling and punctuation (Kornienko S., 2009, p. 161).

I. Snihovska noted that linguistic competence has a complex multi-tiered structure that corresponds to a variety of components of the communicative ability of the speakers and includes both social and individual linguistic knowledge of the world. In the field of the use of linguistic units, linguistic competence implies the assimilation of both sides of the sign - both form and content. Linguistic competence covers both the production of broadcasting and its perception, which is connected with the problem of understanding between the parties of communication, as well as the problem of the association of associations in the addressee and addressee of the speech message (Snihovska I., 2001, p.159).

S. Kornienko highlights the main components of linguistic competence:

1) knowledge of the linguistic units and the rules of their combination;

2) the rules for creating grammatical forms;

3) the volume and accuracy of possession of linguistic components;

4) the ability to build sentences with the help of learned language skills (Kornienko S., 2009, p. 163).

Bezkorovayna O. Moroz L. note that linguistic competence is the ability to construct grammatically correct forms and syntactic structures, as well as to understand the content sections of the language and to use them in the sense in which they are used by native speakers (Bezkorovayna O., Moroz L., 2012, p. 48).

Linguistic competence is a major component of communicative competence. Linguistic competence includes lexical, phonetic, phonological, syntactic knowledge.

The structure of the linguistic competence of the student-translator is defined as the unity of three components: linguistic, socio-cultural. Therefore, in addition to lexical, grammatical, phonetic and phonological knowledge, an important component of translation knowledge is the socio-cultural aspect: country studies, linguistic knowledge, skills and abilities. This component involves knowledge of national and cultural realities of foreign countries, norms of non-verbal behavior of native speakers and ways of using them during communication.

The main task of the translator is correct transfer of information between the interlocutors. From the above definitions of linguistic competence it is obvious that without a linguistic competence, the correctness of the translation is not possible. A professional translator must have a different strategy and language skills. Thanks to the training of future translators develops self-criticism. A professional translator knows his abilities and agrees only on the work he is able to perform. One of the tasks of translation training is a professional attitude to work. Future translators carry out various translation tasks, they learn various translation techniques that apply according to the situation.

Linguistic competence in the method of teaching a foreign language is the development of students' ability to activate and systematize linguistic knowledge is understood; knowledge of vocabulary units and grammatical rules that convert the word into a statement; the acquisition of knowledge about the ways of displaying cultural values in the study of the native languages (in lexicon, grammar, construction of statements), possible directions of influence of native culture on the expression of the language being studied and the ability to apply such knowledge in practice and build expressions, adequately reflect as cultural values carriers of a foreign language, and own.

In our understanding, linguistic competence is the ability to operate the acquired lexical and grammatical knowledge that contributes to the construction of meaningful expressions in a foreign language, taking into account the differences of the carriers of the given language.

Thus, linguistic competence includes the acquisition of knowledge by studentstranslators from a foreign language, their assimilation, the development and increase of the vocabulary of words, the possession of spelling and punctuation. Thus, the linguistic competence of the future interpreter is understood as a combination of the formation of speech, speech and socio-cultural components.

We consider the main components of linguistic-information competence are linguistic and informational. Grammatical, lexical, syntactic, phonetic aspects of language form linguistic competence, and regional studies and cultural peculiarities of the country where the language is studied forms information competence. Knowledge of languages is an important guide to a full understanding of the customs and beliefs of people, that is, to the learning and understanding of the cultures of the peoples of the world. It is necessary to emphasize the need to study culture in its own terms. Of particular interest in this aspect are the words reflecting concepts important for a given society that do not exist in other languages, the so-called «non-equivalent lexicon». For example, the designation of events, traditions, geographical names, national dishes that have no analogues in another country. Studying this vocabulary enables students to not only get acquainted with cultural heritage, but also increase vocabulary.

Information competence is acquired during the teaching of a foreign language to future translators in order to characterize the information and characteristics of the culture and traditions of the people of the country the language being studied. Formation of informational competence in future translators provides understanding of information and conducting a successful translation orally or in writing, and forms the basis for the formation of intercultural competence, which implies the ability of students to interact in a multicultural society.

The interconnection of linguistic and informational competences is a prerequisite for the acquisition of a foreign language and the training of qualified specialists, their mutual learning is embodied in the simultaneous presentation of linguistic phenomena (grammatical structures, phonetic and lexical units) with the study of the country and the cultural aspects of the language being studied.

Thus, the formation of information competence in future translators ensures the acquisition and assimilation of knowledge about the culture, traditions and customs of the country being studied.

The future specialist needs some luggage of background knowledge to successfully communicate with native speakers. Unable to learn the language only as a means of communication, not understanding the thinking of native speakers. It is necessary have an idea of the history of the country of the studied language, its state, public and economic settings, customs and traditions (Zuenko N., 2014, p. 3).

Information competence involves knowledge of the cultural features of language carriers, their habits, traditions, norms of behavior, etiquette, and the ability to understand and adequately use them in the process of communication, while remaining at the same time carrier of another culture. Formation of this competence involves the integration of the individual in the system of world and national culture. This competence activates the multicultural personality, develops the need for education as a means of studying the world.

In our understanding, information competence is the ability to operate on knowledge of the achievement of not only native culture, but also the cultures of the peoples of the world as part of a global culture in order to interact in the process of intercultural communication.

We consider that information competence is knowledge of the rules and norms of behavior and cultural and historical heritage of the carriers of different languages, conscious perception of another culture and realities, while preserving the national peculiarity.

Thus, linguistic and information competence is the ability of the individual to integrate into world culture and identity, which has a margin of standardized vocabulary and has ways of displaying facts of a culture verbal and nonverbal means and methods of constructing meaningful English-language statements, which express the perception, understanding and appreciation of global culture in the context of a polylogue of cultures, studies and replenishes the treasury of world cultural achievements, taking into account in-depth knowledge and respect for native culture.

From our point of view, linguistic and information competence will form if students possess:

- knowledge about the influence of the cultural heritage of different peoples on culture;

- knowledge of spelling, punctuation and grammatical features of the language being studied and native;

- awareness of the development of cultures in the world;

- ability to work with different types of educational, linguistic and cultural literature in the performance of tasks in English;

- ability to collect, systematize and interpret information in English about the country being studied;

- the ability to carry out analogies, comparisons, generalizations when comparing the monuments of world culture with the monuments available in the museums of our country;

- the ability to write linguistic studies abstracts, annotations, projects in English;

- the ability to present masterpieces of Ukrainian culture in the context of a cultural polylogue for English-speaking foreign guests.

We believe that the linguistic-informative competence permeates all the elements of the professional competence of the translator. It is based on the linguistic and informational competencies that are formed in the process of learning a foreign language.

Conclusions

Consequently, the implementation of linguistic-information competence requires the translator of a certain strategy. He needs to realize himself as an intermediary not only interlingual, but also intercultural communication, to understand that the initial message is a «native» of culture, and any lexical unit can have a national-cultural specificity, not always directly expressed verbally. The translator must also continually enrich and expand his knowledge, be of interest and respect for the culture of the countries whose languages are taught, be able to compare the native culture with them, and identify the differences.

Prospects for further research are to develop a system of exercises for the acquisition of linguistic and informational competence in the future translators.

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