Профессиональная компетентность переводчика в контексте межкультурной коммуникации

Аннотация

Ключевые слова: Профессиональная компетентность переводчика в Переводчик, условиях межкультурной коммуникации является важным профессиональная фактором для обеспечения эффективного общения между компетентность, представителями разных культур. Переводчик должен не межкультурная коммуникация, только владеть исходным и переводящим языками, но и лингвистическая обладать глубокими знаниями о культурных различиях, компетенция, фоновых знаниях и прагматических аспектах культурная компетенция, коммуникации. В статье рассматриваются ключевые фоновые знания, компоненты профессиональной компетентности адекватность перевода. переводчика, включая лингвистическую, культурную и коммуникативную компетенции, а также способность выступать в роли межкультурного посредника. Особое внимание уделяется роли фоновых знаний в процессе перевода и их влиянию на адекватность межкультурной коммуникации. Currently, the professional activity of translators is gaining increasing popularity and growing social significance as it becomes more widespread. The primary reasons for this are related to Uzbekistan’s active participation in international affairs and its expanding cooperation with many foreign countries. This has created a pressing need to improve the training of future translators for intercultural interactions. Many studies dedicated to various aspects of translation training have repeatedly suggested that a good command of a foreign language in a specific field of translation is sufficient for high-quality translation. However, this thesis has not been justified, as translation practice has demonstrated that successful mediation and translation activities require not only a system of knowledge, skills, and abilities but also certain personal qualities. Linguistic, didactic, and translation paradigms, with culture at their core, push for new ways to improve translator training, preparing them as mediators in intercultural communication. Translation must play a crucial role in conveying culture. Indeed, interpretation is a vital means of cultural exchange between people speaking different languages. The growing intensity of intercultural interactions is becoming increasingly evident, expanding the range of fields in which representatives of different countries collaborate and, consequently, increasing the number of situations requiring a translator’s involvement. The spread of English as a tool for global communication among people who speak the language but do not belong to English-speaking cultures does not diminish the role of the translator. On the contrary, the translator’s work remains essential in ensuring effective communication between interlocutors from different linguistic and cultural backgrounds. The wide range of learning scenarios may explain why there are several competing approaches to what should occur in translation training programs. One of the most significant distinctions in this context is the differentiation made by Kiraly between 354 Жамият ва инновациялар – Общество и инновации – Society and innovations Special Issue – 03 (2025) / ISSN 2181-1415 translation competence and translator competence. [5, p.21] Another key distinction, developed by Bernardini, lies between translator training and translator education. [1, p.36] Training is primarily concerned with the linguistic skills necessary for achieving an acceptable translation (translation competence), which should always be integrated into training and practice plans. This training serves as the foundation upon which professional translators rely. On the other hand, translator education acknowledges the need for students to acquire a broad range of interpersonal communication skills and attitudes (translator competence) in addition to technical translation skills. In achieving their objectives, translators (as a distinct category of text recipients and producers) strive to convey to readers what has already been expressed in the original text, presented with varying degrees of clarity. [3, p.20] The discussed topic is focused on the needs of foreign language training for professionals whose work involves intercultural communication. In this case, it specifically pertains to the training of future translators. In this regard, both intercultural communication and culturally significant knowledge operate on the basis of common assumptions, including: Communication is not merely a process of message transmission; Communication across linguistic and cultural boundaries must be recognized based on the unique cultural identities of languages, as reflected in genre conventions and communicative patterns; Language and culture are not static or closed systems but rather dynamic, flexible, and open systems; Languages and cultures cannot be equated with national states, national borders, or fixed cultural boundaries, as they are becoming increasingly fluid; Participants in communicative interactions represent linguistic communities characterized by multiple identiti