Translation Competence Model Research Articles

A mobilização da competência interpretativa na atuação de conferências:

O presente artigo abordará uma reflexão sobre o modelo de competência tradutória do grupo PACTE (2003), relacionando as subcompetências com a prática de interpretação. Mais especificamente, com a interpretação de conferências na atuação de intérpretes de Libras-Português, atuando em equipe e em cabine. Busca-se problematizar e apresentar uma reflexão sobre a aplicabilidade das subcompetências do referido modelo à atividade de interpretação na mobilização de uma competência interpretativa. No campo dos Estudos da Tradução, há uma diferenciação que define processos de tradução e interpretação. A prática da interpretação está ligada ao ato de o profissional intérprete estar envolvido no diálogo, suas palavras são dirigidas a um destinatário direto e busca-se provocar uma reação em uma velocidade muito maior do que a da tradução. A partir de Camargo (2014), olhamos para o processo de interpretação realizada pela equipe de intérpretes do Congresso Nacional de Pesquisas em Tradução e Interpretação de Libras e Língua Portuguesa, formada por seis membros, que foram observados e entrevistados. Propomos essa reflexão sobre onde e em quais momentos as subcompetências são mobilizadas pela equipe de intérpretes. De modo geral, todas as cinco subcompetências descritas pelo PACTE são ativadas durante a prática de interpretação, porém, há refinamentos e momentos distintos. A partir dos resultados, espera-se contribuir com reflexões a respeito das competências necessárias para a atividade de interpretação.

Sistematización de competencias en la enseñanza de lengua B para Traducción e Interpretación en el EEES a partir de un modelo de competencia traductora

The objective of this article is to offer a model of competences for the teaching of the Language B in Translation and Interpreting degrees within the European Higher Education Area (EHEA). To date, foreign language subjects have not received due attention in the field of research and the guidelines offered thus far in official documents have been very vague and general, not taking account of the training and professional needs of the students. With the aim of reverting this situation, it is necessary to establish a competence-based model in accordance with translation practice. For this purpose, in this work we will take as a reference the Translation Competence Model proposed by PACTE group. The systematization of competences proposed in this paper is expected to shed light on a fundamental sub-discipline in translation pedagogy and provide lecturers with a sound foundation regarding the nature of Language B subjects in Translation and Interpreting degrees.

De vertaler als schrijver

Abstract The translator as a writer: Text production competence as a component of translation competence Most translation scholars and practitioners believe that translators should be able to write. What this writing competence for translators entails and how it differs from the competence of writers remains undiscussed. In this article we compare the relevant literature from translation studies and writing research. Translation competence models do not mention writing competence but refer (implicitly) to text-productive competence. This term emphasizes that the text-production that takes place during the translation process may be more or less source text-oriented and therefore may resemble to a greater or lesser extent other forms of text production. The translator’s text-productive competence seems to be restricted to communicative competence in the target language, building on declarative but predominantly procedural lexical, grammatical, pragmatic and textual knowledge. This communicative competence in the TL cannot be viewed in isolation of the ability to control interference from the source text and source language. The translator’s text-productive competence also appears to build on strategic knowledge. A comparison between the competences of writers and of translators shows that they indeed share many identical knowledge types, skills, abilities and attitudes. Although a number of writing subcompetences bear great resemblance with translation subcompetences, closer examination reveals divergence in their scope, their purpose and organisation.

The “Classroom Teaching+” Model for Developing MTI Students’ Translation Competence in the Context of the Belt and Road Initiative

In this article, the author points out some of the current problems involved in developing MTI students' translation competence as well as some of the challenges regarding translation competence training faced by Chinese colleges and universities as a result of the implementation of the Belt and Road Initiative. Based on the translation competence model (revised in 2005 by the PACTE research team at the Autonomous University of Barcelona in Spain) the author proposes the classroom teaching+” training model for developing MTI students’ translation competence in the context of the Belt and Road Initiative. The author maintains that as translation is a hands-on skill, reasonable curricula oriented towards the developing of translation competence must be offered to MTI students. In addition, as part of the transition process, MTI students need to intern as translators for various enterprises as well as involve themselves in real-life socially oriented translation tasks in order to develop the comprehensive translation skills required by the revised translation competence model. Only then can they meet the current social demands for qualified translation talent in the context of the Belt and Road Initiative.

Towards a revised translation competence model

Previous research literature on translator competence has concentrated mainly on its constructs, with questions of how the constructs work with one another and how they predict translator competenc...

Sanastotyön ohjaus erikoisalan käännöskurssilla

Terminology inconsistencies and inaccuracy in the choice of equivalents negatively affect the quality of translation products and are an important reason for rework in translation companies (see e.g. SDL 2016: 7). Therefore, terminology management skills are essential for a professional translator in specialised fields and, consequently, terminological subcompetence is a vital element of translation competence models (see e.g. Göpferich 2009: 22). However, terminological subcompetence has not been widely analysed in conjunction with translation (Umaña & Suárez 2014: 3). This article addresses the issue of developing terminological competence and the need for teaching methodology that enables translation students to develop terminology management strategies. Within the framework of the traditional Terminology theory, the methods for prescriptive terminology work are well developed and established. However, systematic terminology work, which is ideal for terminologists, does not meet the needs of translators, since a translator often carries out ad hoc terminology work. The aim of this study is to suggest guidelines for a terminology management course that is tailored to the needs of translators working in specialised fields.

Interdisciplinaridade no ensino da tradução: formação por competências, abordagem por tarefas de tradução, tipologia textual baseada em contexto

http://dx.doi.org/10.5007/2175-7968.2017v37n2p177No contexto de formação por competências, este artigo se apoia no modelo de competência Tradutória (CT) do Grupo PACTE (2003) para estabelecer um diálogo interdisciplinar entre paradigmas cognitivo-construtivistas para o ensino de tradução e o modelo de Tipologia Textual Baseada em Contexto (MATTHIESSEN et al., 2007). Nesse espaço teórico, propõe-se um modelo para construção de Unidade Didática (UD) para o desenvolvimento da subcompetência bilíngue para tradutores em formação. Para tanto, a proposta explora a tradução como uma atividade cognitiva, comunicativa e textual (HURTADO ALBIR, 2011) e considera seu ensino a partir da abordagem por tarefa-de-tradução (HURTADOALBIR, 1999). Essa abordagem é ilustrada com um exemplo prático de desenho de uma UD elaborada para uma disciplina de Introdução à Tradução Especializada, da grade curricular do curso de Secretariado Executivo da Universidade Federal de Santa Catarina. Questões tais como o estabelecimento de objetivos de aprendizagem e seu alinhamento com as tarefas de tradução que compõem a UD são abordadas para essa situação pedagógica específica. Argumenta-se pela possibilidade de desenvolvimento de competências textuais por meio da aquisição de estratégias derivadas da Tipologia Textual Baseada em Contexto para a solução de problemas de tradução de textos de diferentes tipos e configurações contextuais.

IMPLIKACJE KOMPETENCJI TŁUMACZENIOWEJ W KONTEKŚCIE PRAWNYM: PERSPEKTYWA DYDAKTYCZNA

The paper addresses the existing models of translation competence that are relevant for didactics of legal translation. Translation competence is generally perceived as a theoretical construct embracing such areas as knowledge, skills and aptitudes that are vital for the performance of translation tasks. The paper shall start from concise presentation of most didactically relevant – in the author’s view – approaches to translation competence. This shall be followed by attempts aimed at the incorporation and integration of findings of competence research presented as well as practical solutions into the teaching and learning process with a view to legal translation competence.

DEVELOPING LEGAL TRANSLATION COMPETENCE: AN INTEGRATIVE PROCESS-ORIENTED APPROACH

Building on previous holistic multicomponent paradigms of translation macrocompetence, a legal translation competence model is presented which avoids certain conceptual duplications in the light of professional practice, and incorporates distinctive legal thematic elements. Beyond component description, it is argued that the integral development of legal translation competence requires specific interdisciplinary methodologies for practical problem solving. The integrative approach proposed in this paper is process-oriented, and focuses on the legal translation-specific know-how within the key methodological or strategic subcompetence controlling all other subcompetences. Translation and legal knowledge are inextricably linked throughout the translation process, from the initial skopos analysis and legal macro-contextualization until the final revision stage. This approach, intended as a meta-reflection continuum between competence acquisition and reinforcement, and between formal training and professional practice, has proved effective for the systematization of problem-identification, problem-categorization and problem-solving patterns. Finally, some implications for legal translation training are outlined by way of conclusion.

Operationalising intercultural competence for translation pedagogy

ABSTRACTThis article discusses intercultural competence in the context of translator training. It looks at the way this competence is incorporated and defined in the overall translation competence models, moving on to introduce two models that focus on intercultural competence in particular and serve to operationalise the concept for pedagogical purposes. Making this competence more explicit in translator training is considered vital: in the light of results gained from a survey into the current pedagogical practice, translator trainers’ and translation students’ understanding of the nature and extent of (inter)cultural training do not match. This calls for re-evaluation of teaching practice, which, in turn, presupposes a detailed, comprehensive account of the various dimensions of intercultural competence a translator is to possess. This article discusses these dimensions and provides exemplary scenarios on how to address them in translator training.

Towards a model of translation revision competence

ABSTRACTCompared with research into translation competence (TC), which has been on the increase and has seen rapid developments since the 1990s, research into translation revision competence (TRC) is much newer and less developed as a major line of investigation. The aim of this article is (1) to construct a provisional TRC model, and (2) to provide concrete ideas for (empirical) studies into the validation of this model. The underlying hypothesis is that TC and TRC share some characteristics, but differ in several ways. First, the concepts of translation revision and competence are discussed and operationalised. Subsequently, a hypothetical model of TRC is presented using features from three existing models of TC (PACTE, TransComp, EMT expert group) and combining relevant TC insights provided by those models with three TRC-specific features: translation experience, interpersonal attitude and the ability to justify textual changes. The presentation of the TRC model is followed by a brief exploration of the four hypotheses on which it draws. Finally, concrete suggestions for further empirical research into the presented TRC model are discussed, with a view to advancing valid and reliable approaches to investigating the construct of TRC.

Is Self-Assessment a Credible Indicator of Translation Competence?

In his inverse translation competence model Campbell (1998) investigates self-assessment as an element in the monitoring of translation into the second language. Relatedly, the current study attempts to test the applicability of that model on translating into the first language through a conceptual replication experiment. Thus, it presents a quantitative methodological analysis of multiple translations produced by student-translators. Hence, this paper, as a part of a larger study, reports on the replication of only one of the two dimensions of monitoring (self-assessment and real-time editing). Specifically, it investigates whether the student-translators' general assessments of their own ability to translate relate to their translation competence and, if so, to what extent do they specify it. The results of this study lead to the conclusion that self-assessments, based on the participants' awareness of their output, are less credible in estimating translation competence than the general assessment of the tutor, and of quality assessment by multiple raters.

The Acquisition of Translation Competence. Competences, Tasks, and Assessment in Translator Training

The aim of this paper is to present the fundamental aspects of competence-based translator training. It begins with an overview of research on Translation Competence (TC) and its acquisition (ATC), with particular emphasis on the PACTE group’s TC and ATC models, which have been validated through experimental research. It subsequently deals with four cornerstones of competence-based translator training, namely the pedagogical approach called competence-based training; specific competences in translator training; the translation task and project-based approach as a methodological and curriculum design framework; and competence assessment in translator training. The paper provides examples of how to design translator training curriculums that centre on competence development and establishes assessment guidelines.

Bases epistemológicas e paradigmáticas para pesquisas empírico-experimentais sobre competência tradutória: uma reflexão crítica

<p>Este artigo situa a tradução no espaço teórico de uma linguística com potencial de aplicação e se propõe a desenvolver uma reflexão sobre as bases epistemológicas e paradigmáticas em que se apoiam as pesquisas sobre competência tradutória. Para tanto, o artigo discute inicialmente as bases epistemológicas e paradigmáticas dos estudos sobre a tradução como atividade cognitiva (O'Brien 2013, Alves 2015). Em seguida, analisa os modelos de competência tradutória propostos por PACTE (1998, 2003), Gonçalves (2003/2005) e Alves e Gonçalves (2007) para refletir criticamente sobre a relação desses modelos com campos disciplinares correlatos, quais sejam, as ciências cognitivas e os estudos sobre conhecimento experto. A título de conclusão, o artigo defende uma visão da cognição humana enquanto ação situada em estreita relação com os processos dinâmicos e complexos que caracterizam a competência tradutória. Nesse sentido, o artigo busca caracterizar a competência tradutória no âmbito de um modelo de linguagem amplo e capaz de ser aplicado a problemas concretos.</p>

Analysis and Training of the Required Abilities and Skills in Translation in the Light of Translation Models and General Theories of Translation Studies

The aim of this study is to examine abilities and skills that a translator needs to develop in the light of general translation theories and models. Translation contains different mental activities such as language, thinking, problem solving, memory, conceptualization, learning, information processing, perception, understanding, re-expression etc., which makes translation a complex phenomenon. Translator is not a passive element but an expert, who senses, processes the stimuli, signifies, and produces meanings again in another language. In order to make these entire operations a translator should equip herself/ himself with translation skills and abilities. Considering within this context, the topic of skills and abilities translators need to acquire was discussed in the light of the translation competence models created by the PACTE group and Gopferich and general translation theories. It was found out that there are so many different skills (e.g. the National Job Qualifications Authority defined 42 skills for translators) to be acquired which differ in text types, medium, code and field and also new developments in the technology bring with it new required skills to be acquired. Thus the departments of Translation Studies should take these new skills into consideration in the translator training and accordingly plan their academic programs as the world is always changing and so is the translation environment.

Translation of metaphors and idioms – mission impossible?

1 IntroductionIt is well accepted by now that translation between two languages is very much a matter of cultural transfer and mediation. Developing translation competence in students is intrinsically connected with learning both the source language and the target language culture. According to Nida (1964), linguistic and cultural differences identifiable between the source language and the target language are equally important, and cultural clashes between the representatives of the respective groups are more difficult to handle by the translator than the differing linguistic structures or inherent patterns. The translation activity is dependent on a sound of both languages and cultures, people's traditions, rites, beliefs or behaviours. This is the reasons why educators, especially when it comes to training translators, have to develop appropriate programmes that aim at developing both linguistic and intercultural competences in the two languages, along with proactive attitudes, as well as sound of history, economy, and politics of the countries or ethnic groups involved.At the Faculty of History and Philology, University of Alba Iulia, there exist BA and MA programmes in Romanian language and literature and English language and literature. During both BA and MA degree programmes, students have translations courses on their curricula. However, the focus of the programme is on developing the linguistic competence, while attempting, across the curriculum, to develop the intercultural competence, through various activities interspersed in the set syllabuses. The task of the translations instructor is so much more challenging, as the syllabus provides only two to four hours per week for this course. Students also need to develop translation competence and skills, alongside linguistic competence, which is taken to represent knowledge of and ability to use, the formal resources from which well-formed, meaningful messages may be assembled and formulated (CEFR 2001: 109). This linguistic competence, also different from the and skills required to cope with the social dimension of language use and/or the meaning and language use that account for the peculiarities of the speaker, the addressee and other contextual features is necessary, but not sufficient.2 Literature ReviewCulture is inseparable from language, as we mentioned above. Along the same lines, Toury (1978) also mentioned that a translator is faced with at least two languages and two cultures / cultural traditions and patterns. The inherent cultural aspects that are found in a source text must be treated with utmost care in order to find the most appropriate rendering into the target language, employing the right techniques.Although there exist very few studies on translation competence development, one should mentioned in this context, i.e. Campbell's (1998) research based on applied linguistics methodologies. He analysed translation competence of non-native speakers' translation from their mother tongue into English. His subjects were native speakers of Arabic, studying translation and interpretation at an Australian university. Following his data analysis and interpretation, Campbell designed a three-layered model of translation competence:1) textual competence (the ability to produce TL texts with structural features of formal, written English) (p. 73). Evaluation benchmarks are nominalizations, type/token ratios, word length, passives, prepositional phrases, etc.;2) disposition (translators' behaviours in choosing different words when contracting TL texts). The parameters he advances are: persistent vs capitulating; and prudent vs risk-taking. Combinations of the above categories will create four types of disposition:a) persistent and risk-taking;b) capitulating and risk-taking;c) persistent and prudent;d) capitulating and prudent;3) monitoring competence, consisting of two sub-categories: self-awareness, and editing. …

The Internet in translation education

Within the context of the global digital revolution, translation in professional settings cannot be understood without the Internet, as a communicative, documentary, and productivity tool (Cronin 2013; Jimenez-Crespo 2013). Similarly, translation training has been revolutionized by the wide range of possibilities afforded by the Internet. This paper reviews the impact of the Internet on translation e research within the framework of translation competence models (PACTE 2005; Göpferich 2009), as well as socio-constructivist approaches to translation education (Kiraly 2012; 2000). Its impact has been felt in two areas: (1) how translation is taught and (2) how the world of translation has been changed by the Internet. Related to the first area is the rapid increase in the number of online and hybrid programs offered and in the use of online teaching platforms in classroom-based contexts. Related to the second area, a wide range of new opportunities has arisen, such as: (1) those related to the Internet as a communicative platform, (2) those related to the use of the Internet during translation tasks, both in terms of cloud-based translation memory and human-aided machine translation, as well as the use of the Internet for ‘external support’ (Alves and Liparini 2009) to solve translation problems, and (3) the emergence of new translation modalities such as web localization, new textual genres, such as social networking sites or tweets, as well as new translation practices, such as online crowdsourcing and volunteer translation communities.

Empathic accuracy and translator training: helping students imagine other minds

Whether explicitly or implicitly, translation-competence models recognise translators’ ability to imagine the expectations of different audiences. In addition to imagining audiences’ perspectives, translators imagine the expectations of colleagues and clients. This ability to imagine others’ perspectives is known in psychological literature as empathic accuracy. If empathic accuracy is indeed essential to translation competence, then translation instructors have a responsibility to help students develop this imaginative capacity. Instructors can help students improve their empathic accuracy by employing collaborative-translation activities and teaching students how to engage in perspective-taking.

Competência em interpretação - um breve estudo da interpretação em língua B

<p>O presente artigo analisa a interpretação em língua B a partir do estudo do modelo de competência tradutória do PACTE (2003) e do Modelo dos Esforços de Gile (1995), para responder à indagação: as competências empregadas na tradução e na interpretação são da mesma natureza? O objetivo principal é verificar se a tradução e a interpretação utilizam as mesmas subcompetências e, além disso, se essas subcompetências atuam de mesma forma em ambos os processos.</p>

Research on Internet Culture Model Based on Memetics Literacy Translation Construction

With the development of translation major at home, it becomes urgent to reform the traditional translation pedagogy, which inevitably relies on the research memetics of literacy translation competence, the Internet and modern educational technology. In order to effectively cultivate students' overall literacy translation competence, this paper proposes a cultivation model of translation competence based on the-internet, by analyzing the characteristics of literacy translation sub-competences and the possible applications of various internet platforms to translation teaching.