Abstract

Introduction. This article examines the role of the first language and translation in foreign language teaching-learning process as well as their relevance and importance in professional training of Linguistics students particularly with regard to the formation of intercultural competence of the students majoring in interpreting and translation. The exceptional role of improving and perfecting the first language, or native tongue proficiency, in this process is emphasized. The importance of a native language as a pedagogical instrument in university teaching-learning process needs to be reassessed. For overcoming present challenges of foreign language teaching an imbedded native language paradigm should be developed.Methodology and sources. The present study was based on the authors’ personal experience in teaching EFL to engineering students, as well as in teaching the English Language and Translation from English into Russian. The students had to do the tasks, which were evaluated and analyzed. In addition, the students were asked to complete questionnaires.Results and discussion. One of the major the outcomes of the study is the conclusion that a native language should be an integral part of an efficient foreign language teaching paradigm to form a polylingual and polyculturally educated individuals. Unambiguous correlation between the native tongue proficiency and the foreign language mastering levels was discovered.Conclusion. Taking into account the rapid development of modern society and IT, for successful solution of the above problems we need to design up-to-date modern textbooks, preferably, e-books that provide material for FL learning but also put special focus on forming intercultural competence.It also seems quite appropriate to include a course on Stylistics of the Native Language (in our case, of the Russian Language) specially designed for students specialising in translation and interpreting and a course on English/Russian standards speech for interpreters.