Yatsyshyna N. Future translators’ pragmatic competence formation in the process of their foreign language professional university education.

The dissertation seeks to investigate the problem of future translators’ pragmatic competence formation in the process of their foreign language professional university education. A considerable amount of literature has been published on problems of future translators’ professional training in Ukraine and abroad. However, far too little attention has been paid to the problem of future translators’ pragmatic competence formation in the process of their foreign language professional university education in Ukraine. In this research the term «future translators’ pragmatic competence» is defined as a situational dynamic informational structure, a combination of competencies, in a future translator’s consciousness, which provides guarantees for a proper influence on a hearer’s reaction or behaviour in accordance with the speaker’s intention and for correct analysis and understanding of the hearer’s communicative intention in the process of a translator’s foreign language professional communication. The following competencies have served us as a basis for the definition of future translators’ pragmatic competence components: native language competency, foreign language competency, translating competency, sociocultural competency, operational competency, background knowledge, strategic competency. As regards the components of future translators’ pragmatic competence, they comprise a foreign language component, a discourse-translating component and a strategic-operational component. We have also defined criteria and indicators of future translators’ pragmatic competence formation. The key criteria of future translators’ pragmatic competence formation can be listed as follows: emotional, adequate translating (faithful conveying of original sense/content to a target language), effectiveness and success of communication. The key pedagogical conditions of future translators’ pragmatic competence formation can be listed as follows: students’ positive motivation for becoming translators, interdisciplinary interaction (like the disciplines of humanitarian, linguistic groups and professional methods in the process of future translators’ pragmatic competence formation), students’ immersion in independent professional foreign language translation activity with foreign language texts and foreign language native speakers, future translators’ understanding of the importance of their professional foreign language activity. The research also presents the elaborated and applied model and experimental methods and principles of future translators’ pragmatic competence formation in the process of their university education. The results the investigation indicate that the model and the principles of future translators’ pragmatic competence formation, which was targeted at the mentioned above pedagogical conditions approbation and its implementation through the model and the stages realization, further the proficiency levels of future translators’ pragmatic competence formation and its components in the experimental groups.