Қазақстанның жоғары білім беру саласында халықаралық

G.N.Akbaуeva, N.Ramashov 
100 
Вестник Карагандинского университета 
10  CSA RK. Fond 1955, series 2, file 352.  
11  Kozhayev Yu.P. International activity of the CPSU to assist in the professional training of national expertise for developing 
countries (for example, cooperation between the USSR and Afghanistan in 1920-1980.) Abstr. of diss. on  getting… candidate 
degree: 07.00.02, Moscow, 1977, p. 6–8.  
12  Dyakova A.P. Improving the ideological work of the Komsomol organizations with foreign students of higher educational 
institutions of the USSR (1964–1974): Abstr. of diss. on  getting… candidate degree: 07.00.02, Moscow, 1977, p. 5–7.  
13  Almaty Central City Archives. Fond 174,  series 1, file 336.  
14  The current archive of International Cooperation Department of Kazakh National University named after al-Farabi.  
15  The current archive of foundation study of Kazakh National University named after al-Farabi.  
16  CSA RK. Fond 2265, series 1, file 118.  
17  Kazakhstan and CIS countries, 3, 2001, 15 p. 
18  Resolution № 1394, 1993, November 5th., [ER]. Access mode: http: www.edu-cip.kz.  
19  Statistical data on international educational exchange, [ER]. Access mode: www.worldbank.kz. (Section of Education).  
20  Comparative education policy in the CIS, [ER]. Access mode: http: www. comparative. edu.ru.  
21  Senashko V., Tkach G. Higher Education in Russia, 2003, 3, p. 25–34.  
22  The main provisions of the Concept of «Education for All», [ER]. Access mode: http//portal.unesco.org/education/en/ev. - 
Education for All.  
23  UNESCO, Paris, 2005, 118 p. 
 
 
 
 
 
UDC 811.11’25 
Ye.N.Vasil’yeva, Ye.N.Gromova, N.S.Kurnikova  
I.Ya.Yakovlev Chuvash State Pedagogical University, Cheboksary, Russia  
(E-mail: yelenagromova@yandex.ru)
 
Experience of developing professional competences  
of would-be translators  
The article is to characterize the most important components of would-be translator’s competence which is 
considered as a comprehensive and integrated notion, which is described in accordance with the requirements 
of the modern state educational standards. The objective of the article is to analyze the possibility of devel-
opment of the basic, specific and special components of the professional competence in higher educational 
institutions. The realization of the competence-based approach allows to achieve the main educational goal — 
the ability and readiness of translators to be to perform efficiently and productively in different professional 
situations. 
Key words: competence-based approach, professional competence, professional training of translators.  
 
The demanding professional translation market expects would-be professionals to have a broad 
knowledge of the subject matter of the text, to use a large number of computer tools proficiently, and to be 
versatile in the sense that they can master all elements in the translation process. As international communi-
cation has grown, translation by electronic and other means has become of vital importance to companies in 
industry, commerce, and so on. The volume of documents to be translated in order to reach target groups be-
yond national borders has multiplied manifold. 
At the present time the government and society realize the growing demand for highly-skilled special-
ists and try to find the ways to improve the quality of professional training. In the current context the quality 
of professional education of a future specialist is dealt with within the scope of the competence-based ap-
proach, which is considered to be one of the landmarks of the education development strategy of the Russian 
Federation. This approach is interpreted not only as mere teacher-student transfer of knowledge but as devel-
opment of professional competence of a specialist to be.  
The training objectives, expressed in terms of competences to be acquired, appear to us to be priorities 
before defining a programme in which the content also depends on the resources (human, financial, institu-
tional and technical) available in a given context. This reference framework should be understood within the 
overall context of university education for translators, which goes beyond the specifically professional com-

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petences listed below. It sets out what is to be achieved, acquired and mastered at the end of training or for 
the requirements of a given activity, regardless where, when and how. 
Nowadays according to V.I.Baydenko this approach is interpreted within the framework of the Bologna 
process and is considered to be «a tool intensifying the social dialogue of a university with the world of la-
bour and a means of tightening their cooperation and reestablishing their mutual trust in the new social situa-
tion» [1; 10]. 
It is the Federal State Education Standards (FSES) of higher vocational education that determine the re-
quirements to a specialist following the competence-based approach. The implementation of this approach in 
accordance with FSES has to provide extensive use of active and interactive forms of lessons (professional 
simulation, role play, case study, mindset training, etc.) combined with independent work of students in or-
der to form and develop their professional skills.  
Increasing demand for professionals for the languages services industry and other areas of intercultural 
communication and the concomitant proliferation of training programs has given rise to widespread concern 
for and reflection on how translator and interpreter education and training can best be conceived and the nec-
essary skills and knowledge to be acquired. 
Translator's competence is seen as a complex and multifaceted notion including those qualification 
characteristics which allow an interpreter to perform interlingual and intercultural acts of communication. 
The competence comprises a specific «translational» command of two languages (receptive command of the 
original language and productive command of the target language as a minimum) because translators are re-
sponsible for converting oral and written materials from one language to another, it is imperative that they be 
fluent in at least two languages; «translational» ability to interpret a reference text; knowledge of translation 
techniques; knowledge of functional styles and types of texts; knowledge of translation norms which deter-
mine the choice of a translational strategy; certain amount of background knowledge essential for correct 
interpretation of the reference text, namely the knowledge of the subject to perform a successful translation 
within a translator’s speciality [2; 150].  
Researchers and specialists in the field of professional training of translators distinguish different com-
ponents of translator's competence; however the comprehensive concept of the considered competence was 
developed by the native translation theorist V.N. Komissarov. He states that «a specific linguistic identity in 
some way different from an average identity is formed in the process of professional formation of the transla-
tor’s competence. These differences become evident in every aspect of speech communication: linguistic, 
textual, communicative, personal, professional and technical» [3; 326]. 
Translator's competence is usually described not as a uniform phenomenon but as composed of  several 
integrated competences which are associated with four main aspects of  translator’s activity in the sphere of 
professional communication (intercultural communication in a specific professional field, professional activi-
ty of a translator, professional translator’s environment and professional identity). 
Accordingly the following components of translator’s competence are distinguished: 
intercultural 
communicative competence — readiness and ability to understand reference texts and produce oral and writ-
ten texts in the native language and special discourses following the social and cultural standards of commu-
nication in scientific and practical spheres (
linguistic competence; pragmatic competence; sociolinguistic 
competence); special competence — readiness and ability to perform translations of professionally-oriented 
texts in a professional manner (
basic competence; subject competence; discourse competence; sociocultural 
competence; technological competence; informational competence); social competence — cooperative pro-
fessional activity of a translator with employers, ordering customers, meeting participants, company staff; 
command of professional communication methods generally accepted in a certain professional sphere, and 
social responsibility for the results of translator’s professional activity; 
personal competence — possessing 
relevant professionally important qualities to perform professional activity.   
A.Neubert sums up that the complexity of demands that are made on the cognitive faculties and skills of 
a translator, the heterogeneity, and the approximate nature of the translators’ knowledge must be taken into 
consideration before defining translators’ competence. Therefore, A.Neubert offers the following five pa-
rameters for the definition of translation competence: 
1) Language competence — this sub-competence encompasses the grammatical knowledge. Besides, 
knowledge of repertoires of the languages for special purposes, for instance, terminologies, syntactic and 
morphological conventions. 

Ye.N.Vasil’yeva, Ye.N.Gromova, N.S.Kurnikova 
102 
Вестник Карагандинского университета 
2) Textual competence — this sub-competence is overlapped in one way or another with the linguistic 
competence, and characterized by specialized proficiencies in various domains, for instance, technical, legal 
or literary fields, and so forth. 
3) Subject competence — it is related to textual competence; it represents the familiarity with what con-
stitutes the over all body of the translation area. This concept covers specialist knowledge; therefore, if the 
specialist knowledge is of high dimensions, the subject competence will not be at stake. 
4) Cultural competence — this sub-competence emphasizes the significance for translators to be fully 
acquainted with cultural shackles of both the source language and translation language, as they have to medi-
ate between various cultural backgrounds.  
5) Transfer competence — this includes the tactics used that convert a message from L1 to L2; it is the 
ability to perform translation as such quickly and efficiently. It dominates all other sub-competences; for in-
stance, it incorporates language, subject, and cultural knowledge with the aim of fulfilling transfer demands 
[4; 9–15]. 
In the process of teaching it is important to take into account the fact that it is impossible to prepare a 
translator for a certain working environment under the conditions of college training. Therefore in the pro-
cess of vocational training it is necessary to develop a required and essential set of competences. These com-
petences being a result of practical and theoretical preparation are supposed to be further developed in a cer-
tain professional sphere and working environment. 
Furthermore these professionally important translator’s competences provide the basis for professional 
thinking allowing the accomplishment of the main goal of professional training — to develop a professional 
competence.  
Understanding a translating process as professional activity, its complicated functional structure, distin-
guishing professionally important competences, professional language proficiency, allows to choose a strate-
gy of upgrading the training process by improving the basic linguistic competence. 
The basic component of would-be translator’s competence comprises relevant knowledge, skills and 
abilities which are necessary for the translator to perform any kind of translation, whether it is written or oral 
translation, and regardless of the genre of the source text, which may be scientific, business or newspaper 
and  journalistic style.  
In our opinion, it is possible to develop this basic component of would-be translator’s competence with-
in such disciplines which are included into the unified course of studies as ‘Translation Technique’ and 
‘Translation Theory’.  
Our experience at the Department of English Philology and Translation of the Chuvash State Pedagogi-
cal University shows that it is advisable to start teaching would-be translators with the specially developed 
course called ‘Translation Technique’. At this stage of teaching we set the following goals: 
• to introduce students to the basic principles of translation, to the requirements of the interpreter and 
the results of his labor;  
• to give students an idea of the basic techniques of translation, about the kinds of translational trans-
formations and the conditions in which they can or should be applied;  
• to form students' ability to apply the basic techniques of translation.  
Teaching basic techniques of translation can be considered as the initial stage of educating would-be 
translators and as a transition from translation theory to its practice. In this section, the theoretical foundation 
of translation is deepened; students achieve a better ‘operational’ understanding of translation which is fur-
ther developed in the process of solving different types of translation problems independently, and in the 
process of applying the theoretical postulates to solving specific problems. At the same time, this stage of 
transition from theory into practice gives future translators knowledge of typical translation difficulties and 
typical ways of overcoming them.  
Such assignments generally include problematic translation tasks, the ultimate aim of which is to devel-
op skills to overcome some typical translation difficulties, solve typical translation problems encountered by 
the interpreter in the process of translation, i.e. tasks that are primarily focused on the development of opera-
tional skills.  
Tasks can be executed in writing or orally with visual support. The choice of a particular type of task, 
ultimately, is up to the teacher. Examples of such tasks are presented in the educational-methodical manual 
by L.K. Latyshev and V.I. Provotorov [5; 36]. For example, students are encouraged to identify what caused 
the transformation of semantic and structural appearance of the originals: the differences of language sys-
tems, language norms or language usage. Students are taught on the material of short sentences in the original 

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language and their adequate translation into Russian. These sentences structurally and semantically differ con-
siderably from the original. The purpose of this task is to specify and visualize the impact of the specificity 
of translation factors such as the ratio of the two language systems, two linguistic norms and two language 
usages.  
The following task is based on sentences in the original language with specially marked phraseological 
units. This type of task requires translation of statements in such a way that best illustrates the Russian lan-
guage usage. Students are supposed to identify the translations which are closest to the original and most dis-
tant from it in terms of semantic and structural peculiarities.  
The purpose of the third type of task is to develop the ability to distinguish between functional styles, 
see the specifics of their linguistic expression. This can be done on the material of short texts in the native 
language; such texts are given in pairs, the content of them is almost identical to each other. Their difference 
lies in the different functional styles; for instance the first text in the pair may be written in the conversation-
al style, the other one may be of newspaper and journalism style; or the first one may be taken from fiction, 
and the other may be in the style of formal business communication. Students should determine to which 
functional style these specific texts belong, the relations of the sender and the addressee of the text (official, 
neutral, close, etc.), indicate the specific language signs on how to make this kind of findings (e.g. slang vo-
cabulary, simple syntax, repetitions, elliptical constructions, unfinished phrases — all these are  signs of in-
formal style, etc.) [5; 36].  
Specialists in the field of training of translators in the Nizhny Novgorod Linguistic University note that 
when working with the exercises you must have the following in mind. From the methodological point of 
view when performing each exercise students may discuss precisely the phenomenon that is the essence of 
this exercise. Whatever the problems solved in class, as a result the translation of each given sentence must 
meet all standards of the translation language. Constant attention to the importance of each word, each form 
is an indispensable condition for the success of education [6; 35].  
Nevertheless, the attention to the importance of each word and each form must not develop into an idea 
that translation as a whole is the process of rendering only forms themselves or even the meaning of individ-
ual words. The idea of the theory of translation that the unit of translation is the text should be not only con-
tinuously reinforced, but also developed, supplemented by explanations that we should translate not the form 
as such but the meaning.  
It is important that this idea be pronounced at the very first lesson, and thus, become one of the most 
important professional requirements.  
The specific components of translation competence are knowledge, skills and abilities required in 
any one or a few related kinds of translation (written, visual and oral, consecutive and simultaneous) [4; 5].  
In fact, translation is carried out in a form of written translation or interpretation. Each of these forms of 
translation has certain peculiarities that require appropriate skills.  
L.K. Latyshev and V.I. Provorotov say that specific written translation skills include: 1) the ability to 
use dictionaries and reference books, 2) the ability to analyze the source text at the prelimenary stage, and 3) 
the ability to edit your translation [5; 98].  
The ability to use dictionaries and reference books is reflected in the list of professional competences. 
Practice shows that students often pay insufficient attention to working with dictionaries and reference 
books. The ability to use a dictionary is a fundamental skill and it is not so easy to master it. Students make 
many translation mistakes working with a bilingual dictionary.  
When working with a bilingual dictionary a translator should always remember about the dangers of 
choosing an inadequate equivalent out of several options offered in the dictionary entry, as well as about the 
fact that the necessary equivalent may not be found there at all. The acquisition of this skill takes time and 
special training, namely, special substitution exercises, as well as thorough work with the dictionary. Ac-
cording to V.V.Sdobnikov, students need to cultivate a taste for working with dictionaries. In this regard, we 
formulate organizational requirements — there must be various types of dictionaries in the classroom. At the 
initial stage these should include an English-Russian dictionary and English dictionary of language and cul-
ture [6; 34].  
The ability to analyze the source text at the initial stage and its importance deserve mentioning as a pro-
fessional translator starts the actual translation at the stage of analysis of the source text.  
I.S.Alekseуeva in her work describes in detail the components of preliminary text analysis. This analy-
sis begins with the collection of external information about the text, in the course of which we determine the 
author of the text (the editors, journalists, scientists, etc.), the recipient (children, adults, seniors, profession-

Ye.N.Vasil’yeva, Ye.N.Gromova, N.S.Kurnikova 
104 
Вестник Карагандинского университета 
als, etc.), the structure of information (cognitive, emotional, aesthetic) and its density; the communicative 
task of the text (to report important information, to convince in one`s correctness, to establish a contact, etc.); 
the speech genre (an interview, a scientific report, etc.) [7; 149].  
The formation of skills should be paid attention to, and work on any text in class and at home should 
begin with this analysis. At the initial stage of training translation students should perform special tasks 
aimed at practicing the skill. Such tasks are aimed at developing skills to translate the original text, not as a 
conglomeration of individual language elements, but as a unit, i.e. at developing skills to solve some lan-
guage difficulties using the language of a specific text [3; 3].
 
 
Let us consider the specific 
skill of editing a translation which is of paramount importance in the work 
of a translator, especially at the stage of proofreading. While editing a translated text, the translator corrects 
some mistakes in it caused by the special character of written translation. 
The importance of this stage can be explained by the fact that while working on the translation, the 
translator is able to keep only relatively short fragments of both the original and the translated texts in his 
mind. It can cause a variety of minor mistakes or drawbacks, which require proofreading and editing as well 
as a review of some translation decisions. During the editing stage the translated text is perceived as a whole. 
It allows the translator to eliminate repetitions, tautologies, to analyze the theme and the rheme of the sen-
tence and express them correctly, to add proper means of text cohesion, etc. 
As V.S.Slepovich puts it, the process of editing a translated text does not only require knowledge of 
Grammar, lexical meanings of words and language norms on the whole, but a feeling for the language as 
well [8; 259]. 
The necessary editing and proofreading skills are developed in the classroom when students check and 
discuss their home assignments in written translation. At the next stage, the students are usually asked to re-
write a corrected text with any further amendments they might find necessary. It is also recommended to ask 
students to check, assess and correct peer translations and to discuss these corrections during the next class. 

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