Diagnostics of The Linguocultural Competence Level of Future Simultaneous Interpreters

This article examines the diagnosis of linguocultural competence among future simultaneous interpreters. Simultaneous interpreting requires not only advanced linguistic proficiency and fast cognitive processing, but also the ability to understand culturally marked meanings, social norms, pragmatic intentions, discourse conventions, and intercultural communication patterns. Therefore, diagnosing the level of linguocultural competence is an important stage in interpreter education. The article discusses the theoretical basis of linguocultural competence, proposes diagnostic criteria, and describes possible methods for assessing students’ readiness for culturally sensitive interpreting. The study emphasizes that diagnosis should include linguistic, cultural, pragmatic, communicative, and reflective components. The article concludes that systematic diagnosis helps identify students’ strengths and weaknesses and supports the development of more effective training programs for future simultaneous interpreters.