Didactic principles of using authentic materials in developing future translators’ intercultural communicative competence

Abstract

The article analyzes the theoretical and practical foundations of using authentic materials in developing future translators’ intercultural communicative competence. It is argued that simplified textbook texts fail to fully reflect the lexical-stylistic diversity, cultural context, and pragmatic nuances of real speech, a shortcoming that is particularly critical for the translation profession, since translators must work with genuine, often culturally loaded texts. The study relies on theoretical analysis, comparative description, and generalization, carried out in three stages: selecting sources, comparing the ideas they contain, and systematizing the findings. Drawing on M. Byram’s and D. Deardorff’s models of intercultural competence, as well as on the views of A. Gilmore, H.G. Widdowson, F. Mishan, D. Nunan, and E.I. Passov, the study identifies and substantiates seven core didactic principles for using authentic materials: competence orientation, cultural contextuality, communicative authenticity of tasks, gradual progression, motivational appeal, translation-oriented selection, and a critical-reflective approach. The findings provide a basis for improving curricula, strengthening teachers’ methodological preparedness, and guiding further empirical testing of the principles.