Morhun O. Formation of linguocultural competence of future Chinese-language translators under conditions of university education

The complex solution to the scientific problem is presented in the dissertation research; the pedagogical conditions for forming linguocultural competence of future translators of the Chinese language are verified.The analysis of primary sources enabled us to define the investigated competence as a quality-resultative characteristic of the personality, which is formed while being trained through the assimilation of knowledge, skills and experience alongside the ability to apply them in practice. We correlate the linguocultural competence of future translators with the ability to possess an integrated complex of linguistic and cultural knowledge and skills. The components of this competence are as follows: the national and cultural heritage, literature and language treasure of China and Ukraine. The development of linguocultural competence is based on the linguoculturological approach which encompasses cultural, linguistic, sociocultural and ethnographic aspects. The applied approach involves studying the specifics of Chinese philosophy and the cultural space of China and Ukraine through the prism of the Chinese and Ukrainian languages, which is reflected in the cultural discourse.The criteria for assessing the proficiency levels of future Chinese translators’ linguocultural competence have been determined: cultural and educational competence (with indicators: philosophical-cultural, Confucius-oriented), literary and artistic competence (with indicators: folklore-related and ethnographic, lyrical and prosaic), comparative-culturalogical competence ( with indicators: educational and cultural, national and cultural) and profession-oriented communicative competence (with indicators: linguistic and communicative, translation- and activity-based). The proficiency levels demonstrating the linguocultural competence development have been specified (high, sufficient, satisfactory and low). It has been proved that the development of the future Chinese translators’ linguocultural competence in the framework of university education takes place effectively if these pedagogical conditions are implemented: provision for the systematic, comprehensive and step-by-step training of future translators in linguistic and cultural aspects within the framework of studying the Chinese language; reflection of educational and philosophical ideas, literary and artistic heritage, national and cultural values in the content of the training aimed at future translators; provision for the unity of curricular and extracurricular forms of higher school students’ organizational activity within Chinese-speaking disciplines focusing on their active self-guided work. On the basis of theoretical research and the results of the ascertaining stage of the experiment, a model aimed at the formation of the linguocultural competence of future translators of Chinese has been developed; it includes a set of dynamically interrelated components (purpose; tasks; principles, forms, methods, means of teaching/learning; pedagogical conditions). The implementation of the model was carried out in stages. All pedagogical conditions were implemented in an integrated manner at each stage in the process of learning the Chinese language and culture through the prism of the native (Ukrainian) language and culture.