In this study, it is aimed to examine the professionally-based competencies and ICT skills of translator candidates with a relational approach. Relationships between professionally-based competencies and information communication technology (ICT) skills were examined. The sample of the study was conducted in Kazakhstan with 166 translator candidate participants. In the study, information communication technologies skills scale and Translator Professionally-Based Competence test were used to collect data from translators. Independent Samples t test, One Way ANOVA and Multiple Regression Analysis techniques were used in the analysis of the research data. According to the research findings, the professionally-based competencies of the participants were found to be high in general. However, it was observed that the participants had some problems in the domain/thematic sub-competence, Textual sub-competence, Research and technological sub-competence, Strategic sub-competence, Knowledge about translation sub-competence dimensions. On the other hand, professionally-based competencies show differences according to the class level and achievement perceptions of the participants. It was found that the general ICT tendencies and software usage skills of the translator candidates were at a medium level, their hardware knowledge was at a low level, while their access and communication skills in a virtual environment were at a high level. ICT skills differ according to the gender, class and achievement perceptions of the translator candidates. Finally, significant correlations were found between the professionally-based competencies and ICT skills of the translator candidates/

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The study focuses on the concept of the lifeworld, which was developed by representatives of phenomenological philosophy and philosophy of existentialism. The lifeworld arises as a pre-scientific understanding of the world as a certain horizon of knowledge, interrelationships and unifying meaning. Because such an understanding is tied to subjective experience, it escapes scientific descriptions, that explain the world mainly on the basis of objective facts. The aim of this study is to explain why literary narratives can represent the lifeworld better than its scientific interpretations. Fictional narratives can better capture the temporal, dynamic, but also paradoxical nature of the world's understanding, so they reach the reader more deeply and intimately. We define the process of reading as an activity associated with the semiosis of the lifeworld, which has a fictional essence from a logical-ontological point of view, but part of the reader's cooperation is also the updating of the real world and personal experiences. Text strategies even take this into account and expect the reader to understand the fictional world similarly to the real world.

The creation of a fair language policy acts as one of the main tasks in multiethnic society. Sociopolitical realities of Kazakhstan as sovereign state demand new language policy that would have to meet needs of the multiethnic population of the country and consider features of a language, demographic and political situation. Today in Kazakhstan works the Concept of language policy directed to expansion of the functioning sphere of a state language and defines Russian as the main source of information and as the mode of communication. The existing model of languages functional development defined in the Concept also assumes the creation of an optimum language space of the state, in this connection, an accurate definition of a functional ratio of languages, at which the state language had to take the worthy place, is required. The goal gives to Kazakh language function of international communication language, demands adoption of the new legislation and accurate state programs of functioning and development of languages. According to the Concept, interests of the economic, scientific, and technical development of the country define demand for knowledge and education received in Russian. Preservation of the functioning sphere of Russian is provided with the aspiration of Kazakhstan to integration processes, preservation of uniform cultural and educational space with the CIS countries.

The article discusses the problem of training a specialist of a new format, capable of developing the necessary skills and abilities for their foreign language professional activity. To prepare such a specialist, the authors propose argumentative communicative competence, the structure of which includes argumentative-discursive and polemical-argumentative subcompetences, which are the basis of professional training of future foreign language teachers. The technologies of their implementation in the educational process are given, the program that is offered for 50 2nd year students is analyzed. According to this program, a system of exercises for the formation of argumentative communicative competence has been developed, which is presented in stages in a typological sequence. The article substantiates the importance of the method of solving problem situational-professional tasks in the process of the formation of argumentative communicative competence in training future foreign language teachers. The authors give a definition of the method of solving problem situational-professional tasks and implement it in specific classes related to solving argumentative tasks for future English teachers using algorithms selected in the educational process. The modeling of the professional activity of a future teacher allows the formation of a number of important professional competencies, including argumentative communicative competence. In the process of using the method of solving problem situational-professional tasks, real conditions are created for future professional activities, which ensures readiness for work in the new modern educational environment.