METHODS OF FORMING INTERCULTURAL COMPETENCE OF FUTURE TRANSLATORS

In the context of globalization, multicultural knowledge and intercultural competence have become essential skills in foreign language learning. Translation skills are an important indicator of foreign language proficiency and represent one of the main outcomes in the training of linguists and philologists in China. Despite significant achievements in the methods of teaching Russian in Chinese universities, the development of students’ intercultural competence of students remains an unresolved issue. One of the most evident manifestations of this problem is the difficulty in translating culturally marked vocabulary, which requires not only linguistic but also cultural knowledge. Therefore, it is essential to develop both the ability to perceive such lexical units and to use them productively. In view of this, the article explores the potential of the Production-Oriented Approach (POA) in teaching the translation of culturally marked vocabulary to Chinese students as a means of formation of their intercultural competence. The object of this research includes the methods of teaching culturally marked vocabulary within the curriculum for students of linguistic and short translation courses in China. The aim of the study is to describe how POA can be applied to the teaching of culturally marked vocabulary translation with a view to systematically develop students’ intercultural competence. The theoretical foundation of this research is based on the works on intercultural competence models by M. Byram and A. Fantini. Methodologically, the study draws on V. G. Borbotko’s classification of lexical lacunae and P. Newmark’s translation strategies. The author designs a teaching case based on the POA framework, which includes the stages of motivation, assistance, and assessment. The theoretical significance of the study lies in substantiating the potential for integrating POA into the teaching of culturally marked vocabulary translation to Chinese learners. The structure of the case study reflects the step-by-step acquisition of intercultural competence components across the motivation, assistance, and assessment stages. The practical significance lies in the possibility of applying empirically grounded materials in the practice of teaching Russian as a foreign language to future translators. © 2025 Elsevier B.V., All rights reserved.