Intercultural component in the training of future translators: modern didactic methods

Abstract

Annotation: The modern system of translator training is increasingly focused on developing intercultural competence as a key component of a professional’s cultural and communicative identity, ensuring effective interaction in a globalized society. The article explores the role of the intercultural component in translator education and identifies effective didactic methods that contribute to the holistic personal and professional development of future translators. Methods. The study employed a system analysis to generalize scientific approaches to the formation of intercultural competence and to identify current trends in integrating the cultural component into the educational process; a comparative method to analyze domestic and international practices of translator training; a pedagogical modeling method to substantiate the integrative-activity concept of intercultural competence development; and a structural-functional approach to systematize didactic methods and determine their impact on the formation of translators’ cognitive, communicative, and value-reflective skills. Results. It was established that the effective development of intercultural competence is ensured through the combination of communicative, cultural, activity-based, and competence-oriented approaches, as well as through the implementation of the principles of cultural conformity, dialogue of cultures, and integration of linguistic and sociocultural education. Modern didactic methods (cognitive-cognitive, communicative-interactive, activity-practical, reflective-value-based, and digital-interactive) were systematized, and their pedagogical potential in forming empathy, tolerance, flexibility, and professional reflection was outlined. An integrative-activity model of intercultural competence development was proposed, comprising cognitive-analytical, communicative-practical, and reflective-value stages of training. Conclusions. The comprehensive application of various didactic methods and pedagogical conditions ensures the formation of translators’ holistic intercultural competence, critical thinking, and the ability to engage in effective intercultural communication. The proposed integrative-activity approach promotes the development of translators as cultural mediators capable of conscious communication, adaptability, and professional self-realization in a globalized environment. Keywords: intercultural competence, translator training, didactic methods, integrative-activity approach, cultural education.