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СТИМУЛЮВАННЯ ПОТРЕБ БАКАЛАВРІВ РОМАНО-ГЕРМАНСЬКОЇ ФІЛОЛОГІЇ В НАБУТТІ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ ФАХІВЦЯ СФЕРИМІЖКУЛЬТУРНОЇ КОМУНІКАЦІЇ

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Колесниченко Н.

Педагогічні науки: теорія, історія, інноваційні технології

2014

issue 7(41)

243-253

The article is devoted to the analysis of the nature of pedagogical experiment for testing the conceptual model of professional training of bachelors of Roman-Germanicphilology grounded on the ideas of competence-based approach. Particular attention is paid to encouraging bachelors of Roman-Germanicphilology in acquiring professional competence as a means of overcoming the contradictions between their desire to develop qualities of professionally competent, socially mature and competitive professionals in the sphere of interpreting/translation services and absence of appropriate techniques and methodological support for basic professional education. Both essence and ways of implementing active forms and problematic methods of teaching bachelors of Roman-Germanicphilology courses of their specialization are described, as well as the organization of their independent work when such methods as project-making and case studies are involved. These methods contribute to the formation of their professional, in particular interpreting/translation, competence and to the certification of academic achievements of bachelors of Roman-Germanic philology on the criteria of competence measurement. The components of competence of bachelors of Roman-Germanic philology according to the European requirements are singled out. The observations of the author showed that a clearer understanding of the essence of the requirements for theoretical and practical training of bachelors of Roman-Germanic philology, especially at the level of awareness of relevant competencies, have contributed to more efficient formation of the main components of professional competence, which constituted the core of their professional interest and academic achievement. In particular, special attention was paid to the acquisition and development of translation competence, which includes: language competence (all aspects of mastering foreign language); text-creating competence (the ability to create texts of various types in accordance with a particular language team rules and stereotypes); communicative competence (the ability to infer sense and the ability to correlate infering from two language groups and to draw a conclusion about the necessity of changing linguistic content of the speech in translation); technical competence (specific knowledge, skills and abilities required to perform a certain kind of activity).

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1 Педагогічні науки: теорія, історія, інноваційні технології

1 Колесниченко Н.

1 2014

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СТИМУЛЮВАННЯ ПОТРЕБ БАКАЛАВРІВ РОМАНО-ГЕРМАНСЬКОЇ ФІЛОЛОГІЇ В НАБУТТІ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ ФАХІВЦЯ СФЕРИМІЖКУЛЬТУРНОЇ КОМУНІКАЦІЇ