FORMATION OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN THE PROCESS OF ACADEMIC TRANSLATION

Qin Jing

Modern international educational cooperation requires training specialists capable of effective intercultural interaction. Of particular importance is the formation of intercultural communicative competence in Chinese students when studying Russian, where traditional methods of teaching grammar demonstrate limited effectiveness in developing intercultural communication skills. The purpose of the work is to develop and test an integrated approach to the formation of intercultural communicative competence through the practice of educational translation when teaching Russian grammar to Chinese students at the initial stage of language learning. Research methods and methodology. The study was conducted within the framework of qualitative and quantitative methodology using a pedagogical experiment lasting 32 academic weeks. The experiment involved 63 second-year Chinese students, divided into experimental and control groups. The author's methodology was used, based on a three-stage system of translation exercises with comparative analysis, directed translation and creation of translation comments. The results of the study demonstrate the high efficiency of the developed methodological techniques. Contrastive analysis of case constructions, intercultural commentary on verbs of motion, role translation of the politeness category and the creation of bilingual grammar portfolios contributed to a significant improvement in the understanding of grammatical constructions in a cultural context and the development of the ability to culturally adapt language tools. The scientific novelty lies in the theoretical substantiation and practical development of a model for the integrated formation of intercultural communicative competence through educational translation in teaching grammar. For the first time, a pedagogical relationship was established between the effectiveness of learning grammatical structures and the development of intercultural competence in the context of translation activities. The practical significance lies in the creation of a system of translation exercises that integrate grammatical and intercultural content of training, which ensures the formation of metacognitive strategies for learning a language and a conscious attitude to grammatical phenomena in an intercultural context.

Keywords:intercultural communicative competence, educational translation, Russian grammar, Chinese students, translation exercises, comparative analysis.