Translation Competence Model Research Articles

Revisiting translator competence in the age of artificial intelligence: the case of legal and institutional translation

ABSTRACT Multi-componential models of translation competence are widely used in translator training as a yardstick for curricular and syllabus design. These models must be adapted to reflect professional trends, such as the impact of artificial intelligence, and machine translation in particular, on working methods. This paper describes the process of adapting a pioneering model of legal translation competence to the broader scope of institutional translation in light of recent trends, as verified by triangulating information from multiple interviews, analyses of translation volumes and job descriptors and other professional inputs. The resulting revised descriptor was validated through a survey of 474 translation professionals from 24 international organisations of diverse sizes and domain specialisations. The suitability of the descriptor was corroborated across the board, but variations were found in perceptions of the relevance of sub-competences to ensure translation quality. Profiles with a stronger specialisation in legal translation or more experience in institutional translation showed higher awareness of the relevance of all the sub-competences, especially the core language, strategic and thematic competences, and even more so for translating texts of a legal or administrative nature. The implications of these findings for training purposes in particular are discussed.

A Case Study on Improving MTI Students’ Translation Competence in Project-Based Teaching

The present research taps into the development of a female Chinese MTI student’s translation competence in the course a medical English-Chinese translation project. Following a qualitative approach, we collected her various translation drafts, memos and interviews as the research data. By referring to the translation competence model containing five parts proposed by Zhang and Wang (2020), we conducted detailed analyses on her translation drafts and memos. It is found that her overall translation competence shows an upward trend, with her specialized knowledge competence and instrumental competence improving the most rapidly. Her linguistic abilities and cognitive abilities, particularly in translating complex sentences, have also demonstrated a significant progress. The interview transcripts have been used to explore her identification with the translator’s role. It is hoped that this study would contribute to discussion on translation competence development and shed light on project-based teaching for MTI programs in both China and the world.

Exploring translation competence through retrospective self-reports – a case study

The aim of this paper is to explore the significance of self-reflection in the process of building translation competence in novice translators. The paper describes various concepts and models of translation competence that have emerged in recent years. When considering the acquisition of translation competence as a continuous process, it is important to precisely define its starting point. The tests used to assess students’ skills prove their proficiency, but they do not give any insight into the translation process itself. For this reason, this paper briefly presents the state of research on the translation process, with particular emphasis on the attempts to record this process through verbalisations of thoughts. The main part of the paper is a case study presenting the practical application of self-reports in the translation course. The conclusions of this study may be useful for designing translator training curricula and verifying educational results.

The development of Ukrainian university students’ discourse-oriented translation competence in Chinese and English as foreign languages

The manuscript covers some methodological issues related to the development of Ukrainian university students’ discourse-oriented translation competence in Chinese and English as foreign languages at the State Institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”, Odesa, Ukraine (Ushynsky University). Against the backdrop of the competence-based curriculum design for training translators, this research is aimed at investigating the structure of the discourse-oriented translation competence and possible means that contribute to its development within specialized translator training in Chinese and English majors. The importance of the study is actualized through the analysis of translation competence models which can be applied to different professional spheres alongside teaching methods and technologies that can provide for students’ academic success. In this perspective, the discourse-oriented translation competence indices as well as evaluation criteria of students’ proficiency level (excellent, sufficient, satisfactory, and low) were determined. The authors used the research tools as follows: the methods of systemic and content-based analyses to examine and generalize the theoretical foundation for the topic under focus, to systemize the outcomes of the study; focused observation using two similar multiple-choice questionnaires and the register as tools for data collecting in three groups of bachelor students majoring in Translation Studies (Chinese/English major and Chinese/English minor) and one group of Chinese/English teachers at the platform of Ushynsky University.

On Teaching Reform and Innovation of Computer-Aided Translation Technology

In the era of artificial intelligence, translation market puts forward the new requirements for translation talents in translation technology. Nowadays, the cultivation of translation talents is far from meeting the needs of the market in translation technology. Therefore, it is urgent to for higher education institutes to cultivate the translation technology competence of translation talents. Taking South China Business College of Guangdong University of Foreign Studies as an example, this research carries out a teaching reform of the course Computer-aided Translation (CAT) for undergraduate students majoring in Translation. Supported by the translation projects, this paper conducts an empirical-experimental study on "campus class", "enterprise class " and "research and learning" from the perspectives of translation competence model by the PACTE group. The research results finds that teaching reform and innovation of the Course by the fusion of education and industry is of great practical significance to the training of application-oriented translation talents.

Hans-Georg Gadamer’s philosophy of understanding and its implications for a model of hermeneutical translation competence

ABSTRACT In the last decades, the notion of translation competence, as well as a translator’s competence, has become increasingly significant as the number of translation courses, both at undergraduate and postgraduate levels, has grown exponentially across the globe. The expansion of such courses in many countries around the world necessitates developing theoretical models of translation competence which could serve as starting points for rethinking the existing frameworks within the field of translation pedagogy. The main objective of this paper is to discuss a novel hermeneutical model of translation competence as based on the main tenet of Hans-Georg Gadamer’s philosophy of understanding, namely, the hermeneutical circle. This paper is embedded within the domain of translational hermeneutics, a subfield of translation studies which has yet not been given proper attention among translation scholars. The first part of this article offers a concise state of the art of the notion translation competence. The second section of this paper provides a brief overview of Hans-Georg Gadamer’s philosophical hermeneutics, with particular emphasis on the philosopher’s views on the nature of the hermeneutical circle. Capitalizing on these notions, an original hermeneutical model of translation competence is presented. The paper concludes with general remarks pertaining to avenues for future research into hermeneutical translation competence.

TOWARDS A TRANSLATOR COMPETENCE MODEL FOR VIETNAMESE CONTEXT: A REVIEW OF THE LITERATURE

Translation competence, as the fundamental objective of any translation program, has been a subject of interest in Translation Studies for decades. Developing a translation competence model eminently suitable for the local industry is a crucial step towards the professionalization of the translation market in Vietnam. This paper presents a critical review of current literature on translation competence, its acquisition and various translation competence models with reference to the context of Vietnam. An in-depth analysis from the article is expected to give specific recommendations for policy-makers, translation educators, translation service users and translation practitioners to strive for the common goal of a professionalized industry.

Translation competence and the translation job market in Saudi Arabia: investigating recruitment practices and job-market readiness

PurposeThe current study set out to examine the recruitment practices and job-market readiness of translators in Saudi Arabia in light of the Process in the Acquisition of Translation Competence and Evaluation (PACTE) model of translation competence (TC). The main purpose of the study was to determine the extent to which the outcomes of translator training programs are aligned with job-market requirements.Design/methodology/approachA case study was conducted adopting a mixed-methods research design to collect qualitative and quantitative data using interviews and a questionnaire. Data were also collected from the analysis of 28 translation job advertisements. The questionnaire targeted employers, while the interviews were conducted with employers and professional translators.FindingsThe findings indicate that there is a gap between the outcomes of translator training programs and the needs of the job market with a particular emphasis on the importance of developing trainee translators' job-market skills as well as their awareness of the professional practice of translation.Research limitations/implicationsThe findings of the current study are limited to the sample from which data were collected.Practical implicationsThe study has significant implications for translators and translator training in Saudi Arabia. Although the Literature, Publishing and Translation Commission and the Saudi Translators' Association were established in 2020, additional measures are needed to support the translation profession in Saudi Arabia. Such support may take the form of specialised accreditation for translator training programs as well as licensing requirements for practitioners. Implementing these measures will play a significant role in establishing benchmarks for translator training programs and promoting the integration of job-market requirements into translator training.Originality/valueAlthough TC has been examined in the Saudi context before, examining it in light of the PACTE framework sheds new light on the job-market readiness of translation program graduates and enriches the literature on the training of translators in Saudi Arabia.

The Use of Linguistic Landscape as a Training Resource for Developing Students’ Translation Competence

This study is an attempt to investigate the efficacy of using linguistic landscape scripts as a training material to develop student translators’ translation competence. Focusing on the sub-competences stated in PACTE’s model of translation competence, namely the bilingual, extra-linguistic, strategic and knowledge about translation sub-competences, the study, based on the participants’ reflective feedback and instructor’s observations, aims to determine whether the use of bilingual public signs with translational content can help translation students develop their translation competence. The qualitative data used in the study were collected via focus group discussions, instructor’s observations and a survey to obtain students’ perspectives. The study found out that through discussion, evaluation and reflection on authentic materials taken from students’ environment, students can raise their bilingual, procedural and strategic awareness, which contributes to development of self-confidence in decision-making and problem-solving skills in the translation process. Furthermore, the study revealed that the use of such authentic experiential materials can provide students with a range of practices, actors and factors related to the process of translation that enhances their extra-linguistic competence and knowledge about translation, which eventually enables them produce translations that conform to the standards of meaningfulness, appropriateness and correctness required by the target audience.

Developing a Translation Competence Scale (TCS) and Evaluating the Opinions of Prospective Translators and Professional Translators in Turkey regarding Translation Competence

Upon examining studies on translation competence in the field of translation studies, it is observed that although there are numerous studies in the literature as to the definition of translation competence, what the concept consists of, and evaluation of its acquisition process, much of the research up to now has been descriptive. Previous studies were not carried out to create a translation competence scale. The leading translation competence models addressed in the literature can be classified as individual competence models based on observation and experience, translation competence models based on data obtained through research projects and longitudinal empirical research, and translation competence models based on the industry. However, in our study, we created scale items and components based on the translation competence models mentioned earlier, paving the way to develop a translation competence scale. Through this new translation competence scale, we also evaluated prospective translators and professional translators in Turkey. The main aim of this study is to develop a translation competence scale and examine the opinions of prospective translators and professional translators on translation competence. The research was carried out via a survey model and it was found that the model has significant, good and acceptable values when comparing the fit indices with the data obtained from the results of the confirmatory factor analysis of the translation competence scale (TCS) (χ2 =461,554; sd=186; p=,000; χ2/sd = 2,481; SRMR = ,0488; RMSEA = ,061; CFI = ,918; TLI = ,908; GFI =,904; AGFI = ,880). It was also concluded that the scale is valid and reliable (with three-dimensional and 21-items). There is also a significant difference regarding the translation competence in favor of the male participants, and the effect is medium and positive. The mean scores of the participants regarding translation competence who are 46 years old and above are higher than those who are 25 years old and below. There is a significant difference for those who have lived in a country where a foreign language is spoken for more than three months, and the effect is -medium and positive, in line with the correlation values. There is a low and negative significant relationship with living in a country, while the translation competence of the participants is low and positive with sex and age. Considering these results, the following recommendations have been made: The experience factor plays a vital role in acquiring translation competence. As the level of world knowledge, subject knowledge, field of expert knowledge and exposure to working languages in translation increase with age, the acquisition of translation competence also develops in parallel. Accordingly, prospective and professional translators should be engaged in activities to increase their translation experience.

Towards a higher order thinking skills-oriented translation competence model

AbstractThis article aims at exploring translation competence (TC) from the perspective of higher-order thinking skills (HOTS), and developing a HOTS-oriented TC model accordingly. The underlying assumption is that the translation competence needed to solve ill-structured translation problems is highly integrated HOTS in essence. Based on this assumption, a framework for HOTS-oriented TC is presented, using features from the PACTE group’s TC model, and combining it with HOTS-specific features. Subsequently, a HOTS-oriented TC model is constructed, which consists of three interrelated parts: HOTS (i.e., translation problem-solving ability, translation decision-making ability, translation creative-thinking ability, and translation critical thinking ability); translation knowledge, and translation thinking dispositions. Additionally, two other assumptions are made as scaffolding to support our HOTS-oriented TC model. Finally, implications for TC studies and translation pedagogy are provided.

Application of Scaffolding in Combination with Other Teaching Strategies in Translation Lessons among Senior High School Students in China

This study measures the effectiveness of combining group discussions, pre-questionings, or both with scaffolding teaching strategies in translation lessons based on Angelelli's translation competence model. However, in practice, the feasibility of using the Angelelli’s scoring scale to measure translation competence requires further verification by other empirical studies. The results of this study are only for reference, in hope that future researchers may contribute to the improvement in this subject.

Translator Education: Using Narrative Inquiry as a Method for Understanding the Processes of the Translation Competence Development

For the past few decades, different discussions have been carried out, within Translation Studies, on the notion of Translation Competence and its components. This paper adopts the model of Translation Competence proposed by Grup Proces d’Adquisicio de la Competencia Traductora i Avaluacio PACTE (2003) and discusses the relatively low number of studies that specifically discuss the psychophysiological component of the aforementioned model. Associating the lack of studies on the psychophysiological component to the difficulty in observing or measuring it by means of exams or academic tasks external to the individual, this paper aims at presenting possible contributions by Narrative Inquiry to provide methods that allow a better comprehension of this subcomponent and of the development processes of the Translation Competence. This discussion draws on the methods and possibilities of investigation presented by Narrative Inquiry — such as Clandinin et al. (2017), Connelly and Clandinin (2006), and Dutra and Mello (2008) —; on discussions on the Translation Competence — such as PACTE (2003) and Lara (2016). The discussion of a narrative is also carried out, with the goal of presenting the feasibility of this line of inquiry. The case in point is a bibliographic register of a narrative by a translation student — in which the student presents her perceptions on the processes of development of her Translation Competence, on her ability of textual segmentation, and on her insecurities in carrying out translation tasks. This paper suggests that, on the medium-long term, a systematic endeavor of collection and analysis of narratives by translation students can shed light on the processes of the Translation Competence development and, thus, address the lack of studies on the psychophysiological component of the Translation Competence.

Translation Competence and Translator Training: A Review

Translator training is an area that has received much interest among the research community of Translation Studies’ scholars. This is driven by the need for highly qualified and skilled professional translators around the world. This need has motivated research into the skills and competences professional translators need to perform their tasks effectively. This review addresses translator training and translation competence, underscoring the need for further research in this area in the Saudi context. It also presents some translation competence models that have been proposed. The review indicated that translation competence is an under-researched area in the Saudi context. Further research is needed in this area to contribute to improving the quality of translator training, which will enhance the quality of translation services by improving the outcomes of these programs.

Information behaviour in bidirectional translators: focus on online resources

ABSTRACT Effective information behaviour is crucial in all translation competence models but our understanding of how information skills develop and how translators interact with information found in online resources is still limited. In this article we focus on information behaviour (needs and use) of bidirectional translators who frequently translate into their native (L1) and their non-native language (L2). The theoretical underpinnings come from information studies: (1) information is needed when cognitive uncertainty arises and – when found – it allows the translator to make an informed decision; (2) translators are driven by economy of effort and will minimise the cost of searching for information. The empirical evidence comes from a study of 30 professional bidirectional translators who translated two texts into their native language of low diffusion (Polish) and into their non-native major language (English). A close analysis of their information behaviour included data obtained by keylogging, eye-tracking and screen recording, and showed that using online resources adds more cognitive effort when translators work into their L2. We use the results to draft a model of information behaviour which shows how the use of online resources is affected by the translation direction.

WEB-BASED RESOURCES AND WEB SEARCHING SKILLS FOR TRANSLATORS WITH A SPECIFIC FOCUS ON THE POLISH-ENGLISH LANGUAGE PAIR

In the modern technology-driven translation market, using the available tools and resources seems to be more of a requirement than an option. This view is shared by translation scholars, who incorporate information competence in their translation competence models, translation educators and students, and professional translators. The theoretical background of the paper is based on the conceptual framework used by the author is her longitudinal study into the development of information competence in undergraduate translation students. The paper contains a collection of web-based resources for translators and shows the ways in which they can develop their web searching skills. Keywords: information competence, translator training, web-based resources, web searching.

The impact of Group Dynamic Assessment on the development of translation bilingual sub-competence

Abstract For training translators in academic settings, the notion of translation bilingual sub-competence is fundamental. However, little research has addressed the practical methods for developing the trainees’ translation bilingual sub-competence. The present study investigated the impact of Group Dynamic Assessment on trainees’ translation bilingual sub-competence development and the ways it helps them develop their bilingual sub-competence. Vygotsky’s Zone of Proximal Development and PACTE translation competence model served as the theoretical framework for the study. Methodologically, a mixed-methods study was designed. For the quantitative phase, a semi-experimental method, and for the qualitative phase, interviews were administered. The results confirmed that implementing a Group Dynamic Assessment developed the trainees’ translation bilingual sub-competence. The findings of the study can be used in professional development and in-service courses for the academic staff and could pave the way for further empirical research in translation pedagogy.

Cosmetic Translation Competence – A Theoretical Model and Implications for Translator Training

In the last decade, cosmetic translation has become increasingly significant as the beauty and cosmetic industry has grown exponentially across the globe. The expansion of international cosmetic brands in many countries around the world necessitates commissioning competent, well-prepared translators, who are able to handle translation problems typical of various types of cosmetic translation, both specialized and those requiring skills specific to a more creative rendition. The main objective of this paper is to discuss a novel theoretical model of cosmetic translation competence, a type of translation which has so far not gained much popularity among translation scholars. The first part of this article offers a concise state of the art of the concept translation competence. Capitalizing on models of translation competence developed by PACTE (Process in the Acquisition of Translation Competence and Evaluation), TransComp and EMT (European Master’s in Translation), an original model of cosmetic translation competence is presented along with its sub-competencies. The second part of this article focuses on implications for teaching cosmetic translation. The paper concludes with general remarks pertaining to avenues for future research into cosmetic translation competence and its acquisition.

Türkiye’de Çeviribilim Bölümlerinde Teknoloji Edincini Kazandırmaya Yönelik Derslerin İncelenmesi

One of the aims of academic translation education is to enable students to gain translation competence. Translation competence indicates that the translator specializes and acts consciously in the process from understanding the text to producing the target text. Therefore, it requires a number of sub-competences. This study defines all of the sub-competences forming the translation competences, i.e. language competence, text competence, cultural competence, research competence, subject and expertise competence and finally technology competence. Also, in order to make the technology competence (which is the focal point of the study), more understandable, this study examines studies on technology education in Turkish literature and translation competence models in foreign sources. After determining the borders of technology competence, courses including technology in the curriculum and the course content of the Translation Studies and Translation and Interpretation Departments of Turkey's 13 state universities are examined. In this way, an attempt has been made to open to discussion the concept of technology competence (which is not commonly mentioned as a sub-competence in the source), to offer suggestions for students to gain or develop technology competence in academic translation education at the undergraduate level, and to associate technology competence with translation competence.

Inverse (A-B/C) translation education in Spain under the EHEA

ABSTRACTThe purpose of this paper is to provide a review on the state of the art of translator education into B/C languages in the Spanish post-Bologna university system. During the last ten years, Translation Studies in Spain have witnessed the implementation of new programmes adapted to the European Higher Education Area (EHEA). Universities have gained autonomy to design their translation curricula, which has led to significant differences between programmes. This could not but affect approaches to translation into B/C languages, whose role in translator education has long been considered a sensitive issue. Results from an analysis of working languages and A-B/C translation course units embedded in undergraduate and postgraduate (Master) curricula show that a large number of translator-education units no longer offer the ‘inverse’ translation direction. This perception is felt more strongly in Master programmes despite translation out of the A language has been listed in a number of translation competence models. More importantly, it is a competence considered important or essential in the local and European employment markets, especially in translation environments where English has a place.