Features of Professional Training of Future Translators in the Classical University

У статті розглянуто формування інформаційної компетентності майбутніх перекладачів у фаховій підготовці як педагогічну проблему; з’ясовано психолого-педагогічні аспекти формування інформаційної компетентності майбутніх перекладачів; визначено й обґрунтовано завдання та проблеми формування інформаційної компетентності майбутніх перекладачів у фаховій підготовці. Незважаючи на значну кількість наукових досліджень, які певною мірою сприяють вирішенню зазначеної проблеми, можна констатувати, що в сучасній педагогічній науці недостатньо досліджено проблему професійної підготовки майбутніх перекладачів у класичному університеті.The article considers the formation of information competence of future translators in professional training as a pedagogical problem; the psychological and pedagogical aspects of the formation of information competence of future translators are clarified; the tasks and problems of formation of information competence of future translators in professional training are defined and substantiated. Despite the significant number of scientific studies that to some extent contribute to the solution of this problem, it can be stated that in modern pedagogical science the problem of professional training of future translators in the classical university is insufficiently studied. Individualization of education in terms of its informatization contradicts the group nature of translation activities, which requires a developed “sense of the elbow” and the ability to interact. The transfer of educational and control tasks into virtual reality contradicts the requirements of maximum realism of translation training. Recognizing the existence of these and a number of other contradictions allows us to conclude that ICT in the educational process of the classical university in their modern development is more a means of training that increases the effectiveness of traditional practice-oriented learning and education than innovation that fundamentally changes learning and education future translator. In the formation of information competence of future translators, we used the following methods: visual (videos, demonstration of multimedia presentations, interactive posters, diagrams, tables, diagrams, models; use of technical means; watching movies); practical (practical tasks; trainings; analysis and solution of problem situations; project method); as the cognitive activity of students intensifies (problematic; partial search; research); by the logic of the approach (deductive; analytical; synthetic). Based on the analysis and generalization of the characteristics of ICT used in the educational process, it was found that in a classical university should use software tools for self-control in educational ICT, specialized ICT, as well as programmable tools for self-control