FORMATION OF COMMUNICATIVE COMPETENCE OF A FUTURE PHILOLOGY TRANSLATOR IN THE ENVIRONMENT OF THE GRADUATION DEPARTMENT

Abstract

The article reveals the content of forming the of the future philologist-translator communicative competence in the environment of the graduate department. The authors have outlined the translators’ roles the effectiveness of which requires a high level of communicative competence of a translator. The article presents effective forms and methods of forming the communicative competence of future masters of Philology (Translation), which have proved to be effective in the educational activities of the graduate department of Philology and Social and Humanitarian Disciplines of the Poltava Institute of Economics and Law of the University of ‘Ukraine’. Among these forms, the authors identify ‘Meetings-Presentations’ and ‘Meetings-Reflections’, presentation of the ‘Portrait of a Communicative Philologist-Translator’, functioning of the ‘School of Communicative Studies’ during the training of future Masters of Translation. The School's activities focused on the development of communicative competence of a philologist-translator through the disclosure of humanistic values and communicative qualities of the individual and the development of subject-subject communication skills using examples and a number of interactive activities. These activities including roundtables, communicative consultations regularly organized by the graduating department, as well as close combination with the classroom work of students during the mastery of professionally oriented disciplines.The article also focuses on the importance of facilitative support of future translators and translation teachers by the teachers of the graduating department and the academic group curator, highlighting the crucial role of communicative mentoring.The authors of the article summarize the importance of providing an appropriate educational environment for the graduating department for the formation of communicative competence of masters in the specialty “Philology (Translation)” through modeling integral fragments of close dialogic and polylogical communication of the translator, as well as educational communication of the translation teacher.