Formation of a future linguist-translator's willingness for professional activity in a subject area

Statement of the problem. The article discusses features of the formation process of the future linguist`s willingness for professional activities in the subject area through programs of foreign language education (Bachelor`s level), taking into consideration traditional and innovative approaches to educating bachelors for professional activity in the context of the requirements of modern educational environment. Contradiction between a search for the optimal model of training of a future linguist in the framework of classroom and extracurricular independent work in foreign and Russian linguodidactics and insufficient degree of their implementation in practice is proposed to be resolved through the development of organizational and pedagogical support for the formation process of a bachelor`s willingness to cultural and professional contacts in socio-cultural educational environment. As an example, the author considers a model implemented at the Department of Linguistics, Theory and Practice of Translation of the Siberian State University of Science and Technology named after Academician M.F. Reshetnev. The purpose of the articleis to present the author's model of bachelor's training (future linguist-translator) to professional activity in the subject area under the conditions of introduction of new federal state educational standards. The methodologyof the research is analysis of the existing programs in the field of foreign language education aimed at training future linguist-translators (bachelor's level); study of the results of interdisciplinary researches of Russian and foreign scientists devoted to the concept of training a translator in general and a linguist-translator in particular; analysis and synthesis of the author's experience in programs` implementation of training a linguist-translator for professional activity in the subject area. Research results. A concept of using the model of bachelor's training (future linguist-translator) to cultural and professional contacts in the socio-cultural educational environment (approved in practice in the context of higher education) was developed by the author. Conclusion. Analyzing the results of the approved model, the author comes to the conclusion that its practical use leads to a change in the formation process of professional competences needed for performing professional activities of a linguist-translator, taking into consideration the peculiarities of translation in the subject field, information and communicative environment, cultural and professional contacts. The author's model considered in the article can be applied in the course of bachelors` training in the field of study 45.03.02 “Linguistics”. Profile of the educational program “Practice and theory of translation”.