The study presents a theoretical and methodological justification of the concept, pedagogical system and pedagogical conditions of the readiness formation for the future translators to professional activities, as well as the results of experimental checking of its effectiveness in the institutions of higher education.
Based on the analysis of pedagogical theory and practice, it is found that the professional training of future translators is a system of organizational and pedagogical activities that ensures the formation of professional readiness, general and professional knowledge, skills, abilities and readiness for professional activity. The dissertation defines the readiness for professional activity of a translator as a special state of personality, aimed at performing the chosen professional activity in accordance with the requirements for it. Due to the analysis of pedagogical theory and practice, the phenomenon of translation activity is characterized as the integration and application of certain linguistic knowledge, speech and professional skills and translation skills in the process of interlingual and intercultural communication to reproduce and transmit information from one language into the language of translation. in a specific socio-cultural context. Translation activity is analyzed in the light of perception of the original text and the means of its reproduction in the language of translation: written-written, oral-oral (consecutive and synchronous), written-oral (translation from a sheet), oral-written; the significance of machine translation is determined, etc. To the special component of the translator's training there can be added the knowledge of the subject of expression and mastery of terminological units that have a professional orientation of the text. The translator needs to know the terminological units in two language concepts. Performing professional translation activities is impossible without the necessary level of professional training. Thus, the process of professional training of future translators is to form theoretical knowledge, practical professional skills and abilities that give the opportunity to work in the specialty. Theoretical and practical training of future translators is an integral part of the educational process in higher education and is a necessary element of their professional development.
The readiness for the professional activity of a translator is determined as a special state of a personality, aimed at performing the selected professional activity in accordance with the its requirements. It is proved that the use of integrated technologies and interactive forms and methods of teaching in the educational process contributes to the formation of skills and abilities of future translators, the development of values, creating an atmosphere of cooperation, active interaction of students. The content of foreign education is characterized, which makes it possible to determine its professional formation of translation specialists, and proves the need to make changes in the process of formation of professional speech culture of translation specialists. The basic components of readiness of future translators for future professional activity are defined: cognitive-integrative, motivational-orientational, professional-communicative and also criteria of an estimation of a level of professional readiness are defined; four levels of the development of professional readiness according to a set of criteria and indicators. The following pedagogical conditions are stated: establishment of complex professional training in the conditions of e-learning; organization of independent work of students with the use of information and communication technologies; professional training of future translators; optimization of professional training of future translators due to improvement and expansion of control and diagnostic tools. The following methodological approaches to the formation of future translatiors’ professional readiness are chosen: competence, integrative and systemic. A structural-functional model of translator training based on an integrative approach is proposed. Verification of the concept and effectiveness of the pedagogical system of professional training of future translators in higher education institutions of Ukraine is conducted during the formative stage of the pedagogical experiment.
