The Process of Forming a Translator's Linguistic and Cultural Competence

Abstract: The subject of this research is the basics of the general theory of translation, the theoretical foundations of written and oral translation, and the methodology of teaching a translator through the prism of forming their linguistic and cultural competence. Thus, a translator's linguistic and cultural competencies are fundamentally necessary to ensure interlanguage and intercultural correspondence are embodied through the text and allow for the comparison of the national cultural characteristics of the communicants. Linguistic and regional expertise presuppose, on the one hand, that the translator has regional background knowledge, based on which a specifically reproduced lexical unit is associated with the same information that a native speaker presents. On the other hand, linguistic and cultural competencies cannot be studied without a translator's personality, which allows for more complete intercultural cooperation between multilingual communicants. The main methods used in the research process were the dialectical method, which made it possible to identify the features of the formation of the translator's linguistic and cultural competence, and a systematic approach based on which linguistic and cultural competencies were considered through the prism of linguistic, technical, and communicative elements. The study's main conclusions are that, on the one hand, this type of translator's competence includes their professional qualities, translation practice in a real environment, and a policy of continuous training in interpretation and translation. On the other hand, personal and communicative qualities and openness to new knowledge are fundamental to understanding the native language. According to the study results, it is proposed to talk about the following elements that reproduce the linguistic and cultural competencies of the translator—these are linguistic, technical, and communicative competencies, as well as the translator's perception of their place in the translation being performed. In the first case, it means a set of idioms, phraseological units, connotative and background vocabulary. The second is an accumulated information reserve of at least the third degree, ensuring the completeness of linguistic and background knowledge in the source and translating languages. Thirdly, the ability to edit the translation depends on the communicants' pre-information reserves. Finally, the translator's understanding of their place in the translation chain is associated with the adapted translation not only of linguistic units from native speakers but also of the cultural and national connotations implied by them.

specific translation skills, background vocabulary, translations by ear, personal qualities of a translator, general translation skills, connotative vocabulary, background knowledge, visual translations, written translation, linguistic and cultural competences of a translator