Readiness of Future Interpreters to Provide Professional Activity

The purpose of the research is to create a conceptual model of professionaldevelopment of a translator, as well as to conduct an empirical study to determinethe level of readiness of a future specialist to perform a professional activity.Methods of the research. The following theoretical methods of the researchwere used to solve the tasks formulated in the article: a categorical method,structural and functional methods, the methods of the analysis, systematization,modeling, generalization. Also in the research we used experimental method,such as ascertaining experiment.The results of the research. The conceptual model of the professionaldevelopment of a future translator was constructed in our research. It wasstated that that model would necessarily include professional readiness forperforming the activity. Willingness is characterized by the different nature ofthe interconnections of its structural components (a cognitive component –knowledge of a foreign language, a linguistic one – linguistic competence,the component of implementation – communication skills). Considering thereadiness of a student as a component of person’s intercultural communicationas a set of individually significant psychological factors of a specialist, we (takinginto account the diagnostic goals) have identified the characteristics of differentlevels of the development of each of the factors of readiness, which we meanas a criterion basis for studying the phenomenon of students’ readiness fororganizing the process of successful intercultural communication. The first (acognitive) component is considered in the context of this study as varying levelsof foreign language acquisition. In fact, in our opinion, a cognitive componentof readiness contains the linguistic competence of the person, as well as his/her communicative skills and the peculiarities of using them in the process oftranslation activity.It was emphasized that a specialist’s readiness for professional activitycontained three components: a) motivational readiness; b) meaningfulreadiness; c) operational readiness. Considering that the professional activityof the translator is characterized by axiological orientation, it was stated thatthe translator’s readiness for professional activity would also contain the fourthcomponent, we call it «valuable readiness».Conclusions. The need for creative activity of students of all faculties offoreign philology had mostly been high, and professional qualities whichdetermine the formation of components of readiness for translation are at thestage of intensive forming, such as: the awareness of the need to bring the matterto a logical conclusion, mastering the basic means of translating, orientation ininterpersonal relationships. Also, the high level of translation activity of studentsin each group is fixed at the level of no more than 25%, which indicates thatstudents are not enough professional.Thus, the professional development of a person is a holistic, dynamic processwell organized in time, characterized primarily by the formation of professionalintentions, then – by the acquisition of knowledge and mastery of skills andabilities, and so to a full realization of oneself in creative pedagogical activity.The main contradiction of professional formation is, as a rule, the contradictionbetween well-developed personality traits and the objective requirements ofleading activity, the significance of which is that it largely determines the furtherdevelopment of the individual as a subject of professional activity. Realizinghimself / herself in the process of leading activity, the person gradually changes,which leads to the restructuring of the motives of his / her own professionalactivity, the formation of new personal characteristics, qualities and traits.