CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
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VOLUME:
Vol.06 Issue05 2025
10.37547/pedagogics-crjp-06-05-05
Page: - 22-25
RESEARCH ARTICLE
Principles of Developing Professional Competence of Future
Translators Based on The Acmeological Approach
Mamarajabov Batir Bakhodir oglu
Independent researcher at the National Pedagogical University of Uzbekistan named after Nizami, PhD., Uzbekistan
Received:
23 March 2025
Accepted:
19 April 2025
Published:
21 May 2025
INTRODUCTION
The acmeological approach is a unity of language and
culture, which includes the expression of culture through
language and speech. It is worth noting that, according to
the general opinion of modern linguistic and didactic
specialists, the cultural component of the content of
teaching a foreign language is considered an important part
of it, since language and culture are closely related [6;-
34.p.]. Therefore, learning a language is ineffective
without studying the culture of the country where the
language is being studied. In the process of training future
translators, it is necessary to achieve a level of language
proficiency that provides understanding of the culture of
another people and the ability to communicate
appropriately in a new cultural environment. In this case,
the goal is not to “adapt to culture” through the language
being studied, but to cultivate readiness to take into
account another culture.
According to I.F. Isaev, this is the basis for distinguishing
three aspects of culture: axiological, technological and
personal-creative[1;-9.p.]. V.M. Vereshagin noted that
three functions are especially important for the formation
of a culture of communication in a foreign language:
communicative, cumulative and regulatory [4;-54.p.].
The communicative function as a means of transmitting
information from one participant in communication to
another can be implemented only in the presence of
background knowledge. If information about the culture of
a foreign language is not used in the teaching process, this
function cannot be implemented if it is envisaged to use it
as a means of communication in the future when learning
a language.
The cumulative function, which V.M. Vereshchagin
singled out as a carrier of a particular culture, is manifested
in the following: the language has the ability not only to
convey a certain message, but also to reflect, consolidate
and preserve information about the historical experience of
the speaker of this language
[5; -64.p.]. The social nature of the language is manifested
as a regulatory function that directs, influences and shapes
the personality. “Each specific type of creativity is
considered not only the manifestation of the self-forming
personality in science, art, social life, but also the
formation of a personal life path that determines the
ABSTRAC
The principles of developing the professional competence of future translators based on the acmeological approach are
highlighted. An analysis of the principles of developing the professional competence of future translators based on the
acmeological approach is carried out.
Keywords:
Acmeological approach, principles, functional approach principle, interpretive (or interpretive) approach principle,
dynamism and optimization principle, future translators, professional competence, comparative-diachronic approach principle, unity of
dialogue and intercultural communication principle, knowledge, competence, skills, abilities, approach.
CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
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direction of moral behavior characteristic of a person” [4;
-76.p.]. A.A. Melik-Pashayev rightly noted that “the
transfer of complex knowledge or methods of activity”
leads to the student’s inability to express himself in the
relevant areas of culture and not to develop as a creative
personality” [1; -21.p.]
If, during the process of mastering culture, a student makes
a new discovery for himself, experiences the awakening of
new
intellectual
and
spiritual
forces,
then
the
corresponding sphere of culture becomes "his world", a
field of self-realization, and mastering it gives motivation
that the traditional content of teaching a foreign language
cannot provide. Based on the linguocultural approach, the
scientific basis for the formation of linguocommunicative
competence of future translators as a dialogue of cultures
was established by the following rules:
Development of professional communication competence
in the field of translation studies based on the study of the
culture of another people by future translators;
The effectiveness of the process of forming professional
communication competence in the cultural-educational
space depends on the purposeful creation of conditions for
the self-determination and realization of the linguist.
The classical description of the pedagogical system is
considered to have been given by N.V. Kuzmina: “By a
pedagogical system we understand a structure in which
interconnected components work, subordinated to the
goals of upbringing, education and training of the growing
generation and adults” [2; -89.p.]. Based on the classical
description of the pedagogical system, it is permissible to
carry out a study and analysis of the components of the
pedagogical system.
The process of forming linguistic and communicative
competence of future translators is an open system, which
is influenced by the socio-cultural environment. However,
despite the importance of the environment, the source of
development of the system is located within it. The
connections of the pedagogical system, which ensure the
implementation of the external productive function of the
system, are regulated by the individual experience of both
the student and the teacher.
Future translators do not reveal the essence of the process
of forming professional communication competence as a
pedagogical interaction, a pedagogical system as a source
of self-development, and the process of interaction
between teachers and students, in which this competence is
formed.
The categories of basic activities include knowledge about
the goals, essence, and structure of education, expressed in
a form that allows them to use the instrumental expression
of the pedagogical concept given, the methodological
expression of the laws and regulations studied, and the
regulatory norms of practice.
The translation activity of future translators includes three
stages:
•
perception of the original;
•
interpretation of the original;
•
re-expression of the original.
The translator, who takes the original text for the purpose
of translating it into his own language, understands it in
three stages. At the first stage, the text is perceived literally,
philologically. At this stage, a number of translation errors
can occur: confusing a word in another language with a
similar-sounding word fragment; falling into the trap of
false equivalents in related languages; misapprehension of
the context, failure to understand the meaning of certain
specific words; failure to understand the author's intention.
At the second stage, attention is paid to stylistic factors. A
reader who reads the text correctly also understands the
stylistic factors of linguistic expression, such as mood, tone
or tragic meaning, melodrama, or a tendency to dryly
describe the event. The reader does not necessarily have to
understand all these qualities, but the translator must
determine and investigate how the author achieves the
desired result. Translation requires a much higher level of
conscious attitude to the book than simple reading. The
third stage - from understanding the stylistic and semantic
content of certain language means, the translator moves on
to understanding the artistic integrity of the work, the
phenomenon
of
artistic
reality,
characters,
their
relationship, the author's ideological intention. This path to
understanding the text is much more complex and difficult
- in order to fully perceive the artistic reality created by the
author, the translator must have a wide range of
observational skills.
In the process of developing the professional competence
of future translators based on the acmeological approach,
CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
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it was found that the functional approach, interpretive
approach, dynamism and optimization, comparative-
diachronic
approach,
dialogue
and
intercultural
communication are effective factors of efficiency.
The principle of the functional approach
. The main goal
of the functional approach is to show the nature of the
influence of culture on communication. Comparing the
cultural differences of the parties in communication allows
us to say whether communication is successful or
unsuccessful.
The theory of adaptation to communication becomes a
consequence of the functional approach. Consequently, in
situations of intercultural communication, people often
change their communicative behavior models and adapt to
the communication model of their interlocutors. In this
case, the change in the method of communication occurs
faster than during calm, free communication or in cases
where there are no significant differences between the
interlocutors.
The principle of the interpretive approach
. The goal of
this approach is not to translate, but to understand and
describe the text. Based on this principle, methods of
anthropology and linguistics, such as role-playing games,
observation, are used. Usually, the main attention is paid to
understanding the patterns of professional communication
within individual groups. In the process of studying
intercultural communication based on the interpretive
approach, the communication rules of a particular human
community are based on the cultural values and
perceptions of this group.
The principle of dynamism and optimization
- the
system of professional communication competence
formation is formed through the change of its qualitative
states-levels. The translation process is based on the
analysis and interpretation of specific cultural relations. In
this context, training is defined as an effective method of
studying and teaching intercultural communication. Unlike
traditional forms of the educational process, training was
able to meet the specific requirements and difficulties of
intercultural education with its effectiveness and closeness
to practice. Biographical reflection, observations in natural
conditions, interactive modeling, role-playing games, self-
assessment, and stimulation.
The principle of the comparative-diachronic approach
is used in the study of the processes of formation and
historical change of functional styles in translation
activities, when analyzing the specificity of language and
speech units in texts created in different periods,
characteristic of a particular style. In translating the
language of a literary work, the method known as “word -
image” is of great importance. This method is used to
identify a complex of language units characteristic of
various levels, characteristic of the work of a particular
writer or forming a system of images of a particular work,
all their stylistic and semantic subtleties of meaning.
The principle of unity of communication and
intercultural communication
- the development of
professional communication competence of future
translators should be implemented in the process of
teaching a foreign language in an orderly, systematic and
interconnected manner in the conditions of modeled
foreign language speech activity as a means of intercultural
communication.
It was argued that the complexity of the process of
developing professional communication competence of
future translators based on the principles of functional
approach,
interpretive
approach,
dynamism
and
optimization, comparative-diachronic approach, unity of
communication and intercultural communication, based on
the principles of linguistic and cultural studies, requires the
implementation of this system in practice.
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