On Approaches to the Choice of Philologists Competence

Abstract

Abstract. Introduction. In modern researches a lot of attention is paid to the improvement of content of teaching. But there is still no common view of the notion and ways of doing it. A lot of researches in different sciences are devoted to the definitions of notions “competence” and “competency” and their nomenclature. Ways of forming general and subject specific competences and competencies of future specialists (communicative, informational, sociocultural, intercultural, social, lexicographic, readers and others) are analyzed in thesis by M. Bolina,                            M. Vachevsky, D. Demchenko, L. Demchuk, Yu. Yemelyanova, O. Iskanderova,                 V. Kashnytsky, S. Kozak, I.Megalova, V.Ohotnikova, O.Pahomova, O.Petrova, O.Prozorova, O.Semenog,A. Trofymenko, Ye.Solovyov, O.Usyk and many other. Competency basis in modern conditions is considered to be the main factor in training specialists in different spheres, in particular philologists. But the problem of the choice of phonetic competence is still not solved. In our opinion much depends on who we teach and the approach we choose. We have first considered the notion “philologist” in different sciences such as Philosophy, Linguistics, Education and different approaches to the choice of such component as competence and competency in Translation science. We have mostly focused on researches in Translation theory as other sciences have been previously analyzed in our articles. The aim of this article is the description of different approaches to these notions and finding ways of influence on the choice of content of teaching philologists and the formation of their methodological competence.

Results. We have come to the conclusion that the main approaches are systemic, communicative and activity. Depending on this the scientists choose competence and competency. There is still no common view on these notions and the understanding of phonetic competency. Some scientists refer it to language competence (the level of phonetic subsystem of the language), other - to communicative or both. We can call our approach to the definition synergetic, but it still needs more research.

We consider methodological competence as one of the components of professional competence, one of the integral parts of which is phonetic competence. One of the ways to improve the choice of the content of teaching is the study of creative activity. From this point of view intuition is characterized as activity, active imagination of correlation between whole and part, phenomenon and essence, subject and background. The essence of such understanding is the dialectical connection of such moments. It is also compared with correlation of obertones in music. It is especially concerned with the research of phonetic subsystem of the language and its suprasegmental subsystem, which includes the study of intonation as a complex unity of melody, stress, tempo-rhythm, pausation and timber. Obertones are included into the structure of some image, though they still remain on the level of unconscious. Students-philologists that study Translation during the process of studying catch the main elements of situation, get acquainted with the language system and subsystems (including phonetic), thus developing the ability to creatively use them in the process of translation. During it they rely both on logical thinking and intuition, which comes first.

Conclusion. So we have come to the conclusion that it is necessary to add the choice of situations that form intuition to form phonetic competence. We have worked out some methods of developing philologists’ intuition in our practical work and described them in our previous article.