TEXTUAL ACTIVITY AS A MEANS OF FORMING OF PROFESSIONAL COMPETENCE OF STUDENTS OF LANGUAGE SPECIALTIES
Modern educational policy in the field of high education is aimed at achieving the professional competence of graduates, namely, the formation of its constituent professional competencies, setting the task for methodologists to find the most effective means for this. Scientists are divided into two groups: those who treat the concepts of competence and competency as synonyms, and those who distinguish these concepts. The authors share the second view, considering the professional translation competence as the ability to perceive, process, create and translate texts of different genres and stylistic affiliation of native language and foreign language, using knowledge of literary norms, vocabulary, grammar and phonetics of the language, in accordance with the goals and situation of communication, taking into account the knowledge about the culture of his native country and the country of the foreign language, demonstrating the skills of working with information and multimedia technologies, as well as willingness to improve personal qualities, necessary for the implementation of a successful professional activity. The authors, having studied numerous points of view on the composition of translation competence, offer the following set of competencies included in it: communicative, linguistic, translation, text, socio-cultural, pragmatic, educational and cognitive, technical, informational, linguodidactic and personal. The authors, considering that textual activity is the most optimal means for the formation of professional competence of students of language specialties, developed a text-activity model of teaching interpretation to students. Based on the results of an experimental study conducted with the participation of students of the training direction 45.03.02 Linguistics, the authors proved the effectiveness of textual activity for the formation of professional competence of students of language specialties.