THE INFLUENCE OF INTERACTIVE TECHNOLOGIES USAGE ON THE FORMATION OF FUTURE TRANSLATORS’ READINESS FOR PROFESSIONAL ACTIVITY

The thesis investigates the problem of forming professional readiness of future translators by means of interactive technologies. Modern society is in great need for professional interpreters, whose professional training is characterized with high skills, competitiveness, and appropriate level of intellectual development and provides educational focus on the professional competence formation. The creation and implementation of favorable educational conditions for future translators' self-development are based on the pedagogical innovations use. They show procedural, polylogical and dialogic interpersonal interaction, opportunities for self-realization through the creation of the complex. The education belongs to the social sector where innovation sustainable development should be seen as the human capital reproduction on an extended innovation basis. The analysis of recent research and publications makes it possible to assert that the readiness of high school graduate to professional activity is treated differently, due to the divergence of scientific approaches and specific character of a particular professional activity. The phenomenon of innovation is regarded by scientists as "the ideas and proposals (mainly based on the results of relevant specific research and sociopolitical and technological thesis) that could be the basis for new types of social life, production or significantly improve the characteristics (technical, moral, legal, economic etc.) of reality, new processes, services, anything that can improve the "quality of life". The formation of professional readiness includes: development of functional foundations of activity mental regulation; development of profession forming knowledge, values and importance of work in society, personal values, aptitudes and abilities etc; development of personal experience and "appropriation" of cultural values, including technological culture; integration of value-motivational, operational and functional readiness in a single subject in a given situation. The essence of interactive learning is that the learning process is based on the terms of a permanent and active cooperation of all students. It is cooperation, assistance (collective, group, teamwork), where students and teachers are equal, equally important subjects of educational process, contributing to an atmosphere of cooperation and interaction in the student group and formation of skills and values. The didactic purpose of the interactive technology use in the future interpreter identity formation is to develop its creative potential; the capacity for self-awareness and self-government; the ability to efficiently organize their activities, operate information, develop professional competence.