Figure 2
Source publication
This paper gives an overview of the methods employed in process-oriented investigations of translation competence and its development and describes their advantages and drawbacks. Furthermore, it provides a survey of the findings gained in this field of re-search so far. It then focuses on desiderata. Special emphasis will be placed on the contras-...
Contexts in source publication
Context 1
... 2008:168ff.). Theoretical reflections on the nature of translation competence have led to the development of translation competence models, in which this competence is conceptualized as composed of several sub-competencies, such as communica- tive competence, domain competence, tools and research competence, etc. (see, e.g., PACTE 2002; 2005:610; 2007:331; and Figure 2 in Section 2.2). Its acqui- sition has been modelled as shown in Figure 1. ...
Context 2
... scheme takes into account that competence improvements may not oc- cur to a sufficient extent to be detected over only one, two or three semesters, but may only become detectable over two or three years. It allows checking for The study is based on the translation competence model shown in Figure 2, which has been inspired by the PACTE group's model, but has been modified and extended in certain respects (for a detailed explanation and justification of the modifications, see Göpferich 2008Göpferich :Chap. 6, 2009). ...
Citations
... Translation competence -which coexists with similar theoretical concepts such as expertise, performance and professionalism within academe -started to spark interest in the late 1980s in search of a better understanding of what translators need to master in order to become fully competent professionals. Among the scholars who have produced models of translation competence are Krings (1986), Ammann (1990), Gile (1995), Hurtado Albir (1995), Kiraly (1995Kiraly ( , 2000, Kussmaul (1995), Cao (1996), Risku (1998), Neubert (2000), Robinson (1991Robinson ( , 1997, PACTE (1998PACTE ( , 2018, Kelly (2002Kelly ( , 2005, Pym (2003), Alves and Gonçalves (2007), Angelelli (2009), Göpferich (2009, Göpferich and Jääskeläinen (2009), EMT Expert Group (2009, Muñoz Martín (2014), PETRA-E (2017), and Yang and Li (2021). ...
This book explores the intersections of education and technology in audiovisual translation, unpacking the evolution of AVT ecosystems and looking ahead to future directions for the role of technology in the translation industry and higher education.
The volume begins by outlining a holistic account of audiovisual translation scholarship, which includes work on subtitling and dubbing but which has grown to encompass a wider range of practices in light of new technologies, before looking at the current landscape of translator education, including greater interest in distance education and AVT-centered curriculum design. These foundations set the stage for an examination of technological inroads which have permeated AVT practice, including the rise of cloud-based technologies and their use by major media companies. Bolaños draws parallels between these developments to demonstrate the ways in which new tools can help the ever-evolving needs of both the translation industry and higher education and in turn, foster industry-academia collaboration and the growth of new technologies through investment at the pedagogical level.
This book will be of interest to students, scholars, and practitioners in translation studies, particularly those working in audiovisual translation, translation technologies, and translator training.
The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
Link to Open Access version of the book:
https://www.taylorfrancis.com/books/oa-mono/10.4324/9781003367598/practices-education-technology-audiovisual-translation-alejandro-bola%C3%B1os-garc%C3%ADa-escribano
... Due to practical considerations, we chose to observe the translation process through a mock translation task. However, in order to ensure the ecological validity of this empirical research, we opted to use screen recording-which has little effect on expert translators' translation activities (Ehrensberger-Dow, 2013;Göpferich, 2009)-to observe the actual process of professional English-Chinese translation as performed by expert translators. The screen-recording method can reduce the impact of external factors on the real translation environment of the translators and make the translation activities of expert translators in the experiment match, as closely as possible, translation activities in real practice; this allows research to obtain high-quality ecological validity (Risku, 2017). ...
The study of translation quality self-evaluation represents a shift of focus from product to process in the field of translation quality research. As this is a new and rarely explored field of investigation, a complete description of the research object will serve as a strong foundation for its future development. This research uses screen-recording software as an instrument to observe the phenomena of translation quality self-evaluation as manifested by expert translators. The results of the observation prove that translation quality self-evaluation is an essential part of any translation process, and that it takes place not only in the revision stage but also in the very first stage of meaning generation. The research also sheds some light on the content, criteria, and external and internal resources used in the process of translation quality self-evaluation.
... Despite clear evidence that translation competence develops with training (e.g., Göpferich & Jääskeläinen, 2009;Toury, 2012), it is also generally acknowledged that bi-and multilingual individuals have an innate predisposition for translating and can learn it without explicit training (e.g., Toury, 2012). Research has suggested that professional translator training is not the only path for achieving expertise (e.g., Jääskeläinen et al., 2011;Sirén & Hakkarainen, 2002). ...
... The results also confirm previous observations that those without formal translation training often have a relatively narrow view of translation competence with a focus on linguistic aspects and cultural background knowledge (Göpferich & Jääskeläinen, 2009;Toury, 2012). However, a single and relatively short course seems to be able to bring about changes in the students' approach: rather than viewing translation as automatic linguistic transfer, they began to see it as a creative and problem-solving endeavour embedded in complex social/cultural/ ideological contexts (Baynham & Lee, 2019). ...
Károly, A. (2024). The pedagogical value of translation : experiences from a newly introduced elective course. In A. Károly, L. Kokkonen, M. Gerlander, & P. Taalas (Eds.), Driving and embracing change : learning and teaching languages and communication in higher education (pp. 67-98). University of Jyväskylä. JYU Studies, 1. https://doi.org/10.17011/jyustudies/1
... Este método permite observar lo que sucede en la pantalla del ordenador. En consecuencia, resulta de utilidad para visualizar las acciones de búsqueda, las fuentes electrónicas y páginas web que consultan los sujetos mientras traducen (Göpferich y Jääskeläinen, 2009). Igual que los programas que registran los movimientos en el teclado y los lectores de movimientos oculares, los programas que graban las pantallas pasan inadvertidos para el sujeto (Ehrensberger-Dow y Massey, 2008b) y garantizan, por lo tanto, una mayor validez ecológica (Hansen, 2013b). ...
En este artículo se presentan los resultados de un estudio del proceso de traducción que compara y describe el comportamiento de estudiantes, que transitan etapas distintas de formación, ante un problema y en la toma de decisiones durante la traducción escrita del inglés al español. Para este objetivo, se diseñó una investigación cuasiexperimental, con fines exploratorios. Se observó el proceso a través de grabaciones de pantallas, verbalizaciones simultáneas y cuestionarios postareas; y se evaluó la aceptabilidad del producto. Se llevó adelante el análisis inductivo de los datos del proceso y un análisis deductivo de los datos del producto. La generación de códigos y categorías mediante procedimientos de codificación de la Teoría Fundamentada permitió elaborar, desde un enfoque procesual, taxonomías de problemas, de criterios de toma de decisiones y de decisiones. A partir de las categorías analizadas y de una serie de atributos se describieron los comportamientos y perfiles de acción, de búsqueda y resolutorio de traductores en formación. Palabras clave: perfil de acción, perfil de búsqueda, perfil resolutorio, comportamiento
... Competence models started to appear in the late 2000s as a schematisation to combine students' competences together. In (Göpferich & Jääskeläinen, 2009), the translation competence is associated with skills on communication, domain, strategy, psychomotricity, and translation-specific tools. Similarly, the European Master's in Translation (EMT) (Toudic & Krause, 2017) is a framework for selecting European universities that offer translation courses satisfying a set of evaluation criteria in five competence areas: language and culture, translation, technology, personal and interpersonal, and service provision. ...
This research aims to address the current gaps in computer-assisted translation (CAT) courses offered in bachelor’s and master’s programmes in scientific and technical translation (STT). A multi-framework course design methodology is proposed to support CAT teachers from the computer engineering field, improve student engagement, and promote computer-supported education, together with a balanced coverage of the most relevant topics in the CAT domain. STT is currently in high demand in many fields, requiring translators with sector-specific language skills and considerable computer literacy in order to manage translation projects with complex structures, and format heterogeneity. However, many STT curricula often lag behind current market demands, focusing primarily on language and translation theory, with less emphasis on CAT technologies and tools. Moreover, the lack of shared course design guidelines hinders the introduction of innovative teaching approaches based on collaborative learning. A novel multi-framework CAT course design methodology, named CATDeM, is proposed, based on the integration between an official European translation competence framework, real-life-mimicking laboratorial activities, and computer-supported collaborative learning, enriched with discussion case studies and role-playing experiences. A real-life case study is examined to illustrate and evaluate the implementation of CATDeM in two consecutive editions (2020/2021 and 2021/2022) of a one-semester compulsory CAT course in a M.A. degree in STT at the University of Salento (Italy). Students’ perceptions of translation technology and role-plays, as well as their attitudes towards the proposed CAT course are evaluated through a post-grading self-assessment questionnaire. Achieved results indicated successful student engagement and self-assessed improvement in translation, technical, and interpersonal skills. The importance given by students to role-playing experiences mimicking professional scenarios was also highlighted, paving the way for CATDeM to be adopted in similar contexts.
... The overarching objective of these projects was to delve into translation processes and the progression of translation competence. The TransComp project at the University of Graz, initiated in 2007, shared a similar focus on investigating translation processes and the acquisition of competence (see, e.g., Göpferich, 2009;Göpferich and Jääskeläinen, 2009). The TransComp project specifically examined the employment of resources for translation problem solving. ...
This article delves into the evolution of web search query behavior among translation trainees over a semester, using a repeated measures design. While prior research in Translation Studies has predominantly focused on information seeking patterns and types of resources used, a crucial gap remains in understanding the web search query behavior of diverse translation practitioners. Specifically, this investigation analyzes intra-subject and inter task level changes in web search query behavior within a group of 19 first-year master's students enrolled in an English-to-Chinese translation course, building upon key literature in the field. The statistical analysis conducted reveals changes in the examined variables-query time, complexity, and language-highlighting the importance of targeted research and training to enhance web search skills and search engine proficiency. These findings carry relevant implications for translation practitioners, particularly as new AI technologies continue to expand and enhance their search toolbox and skillset.
... What is more, expert translators pay mostly their attention to the translation problems that are deemed substantial to translation process, while non-expert translators exert unnecessary effort on inappropriate detail [55: 407]. Also, expert translators have multitasking skills; they look for appropriate equivalent terms, identify translation problems and critically monitor their output concurrently [27]. ...
This paper addresses the relation between explicitation and translation expertise in the rendition of nominalisation and participles in the legal Qurʾānic verses specific to purification and prayer. It uses a corpus-based method: The Qurʾānic Arabic Corpus. The paper argues that most of the expert Qurʾān translators explicitate in rendering nominalisation and participles in the legal verses specific to purification and prayer into English in the said corpus. They explicitate in the form of both addition and specification with varying degrees as the former is adopted twice as much as the latter. The paper claims that most explicitations specific to the rendition of nominalisation and participles in the legal Qurʾānic verses peculiar to purification and prayer in the corpus have been superfluous, albeit justifiable. This may confirm the relation between explicitation and translation expertise in The Qurʾānic Arabic Corpus in the sense that although the meaning of nominalisation and/or participles is wholly translated into English, the Qurʾān translators still explicitate through addition or specification to further facilitate the comprehension process. This paper offers a baseline for examining explicitation exercised on nominalisation and participles in the legal Qurʾānic verses particular to purification and prayer, which may have implications for future studies conducted on the same topic in other similar legal contexts.
... The widely accepted view posits that in translation studies, competence is invariably structured through models featuring various sub-competence areas. While there are certain divergences between these models, most integrate sub-competences relating to language proficiency, research abilities, textual understanding, cultural awareness, and technological skills (e.g., Neubert 2000;Schäffner 2000;Pym 2003;Kelly 2005;Yazıcı 2007;Beeby et al. 2009;Göpferich and Jaaskelainen 2009;Bengi-Öner 2011;6 EMT 2017 7 ). In this context, Catherine Way highlights that recent pertinent literature centered around translator education (Kiraly 2014(Kiraly , 2015Way 2014Way , 2016 suggests that the instruction and assessment of all subcompetences inherent in the proposed competence models aimed at the cultivation of translation expertise are not practicable processes (cf. ...
This study readdresses translator competence in light of the transformation in the translation profession, with a particular focus on Türkiye’s “National Occupational Standard: Translator/Interpreter—Level 6” (“NOST/IL6”). Motivated by the need to readdress translator competence given the technology-induced transformation in the translation profession, the study argues that embracing ‘entrepreneurship competence’—which is versatile, unstable, and based on ‘adaptive expertise’ and ‘lifelong learning’—in translator competence is crucial for translators to provide value-added products and services. The study suggests that incorporating entrepreneurship competence into translator education may bridge the alleged ‘skill gap’ between industry demands and translator education and contribute to a demand-oriented, functional, and added value-focused education prioritizing innovation, value creation, and entrepreneurship. In this regard, the study also analyzes the “NOST/IL6”—reported to display, as a standard, the required translation-related knowledge, skills, and attitudes and reflect the current needs and future trends in the translation market on the education system in Türkiye—with a focus on entrepreneurship competence. The analysis results indicate that the document underrepresents entrepreneurship competence and may not suffice to address what is brought by automation and digitalization, not attributing a proactive stance to translators. Hence, the study concludes that a reconsideration of the standard document, with an emphasis on entrepreneurship competence and considering the evolving roles and areas, could instigate a pivotal mindset shift. “In a new turning point where new questions come to the fore” (Bengi-Öner 1997, 8), such a transformation could help view technology-induced uncertainties as opportunities rather than threats, potentially restoring ‘human’ at the core of translation—a field increasingly perceived as ‘dehumanized’ due to growing technological domination—and significantly contribute to building a strong professional self-concept among translators for them to enjoy the opportunities that are likely to arise in the unpredictable and unclear future.
... A close look at various translation competence models (TCMs) shows that they all cover languaculture (LC) competence one way or another. As regards the language side of the coin, knowledge of two languages has been pinpointed using different terms, including 'linguistic competence' by Bausch (as cited in Rothe-Neves, 2007), 'source and target language competences at discourse and style levels' (Honig, 1991), 'source and target texts processing' (Hatim & Mason, 1997;Stolze, 1997), 'source and target language knowledge' (Bell, 1991;Kastberg, 2007;Kiraly, 2000;Russo, 2000;Schäffner, 2000;Sim, 2000), 'grammatical competence' (Beeby, 1996), 'language competence' (EMT Expert Group, 2009;Neubert, 2000), 'language awareness' (Fox, 2000), 'proficiency, being related to certain special bilingual skills' (Campbell, 1991), 'communicative and textual sub-competence' by Kelly (as cited in Brala-Vukanovic, 2016, p. 226), 'bilingual sub-competence' (PACTE, 2005, p. 611), 'communicative competence in at least two languages' (Göpferich, 2009), 'comprehension and production strategies' (Forte, 2012), 'listening and analysis of source speech and production of target speech' (Gile, 2009), 'absolute command of the source and target languages' (Gouadec, 2007, p. 150), 'language skills' (Pöchhacker, 2000), 'pre-process competence, including language proficiency and terminology management' (Albl-Mikasa, 2013), 'perception, decoding, recoding, encoding, and expressing skills' (Ma, 2013), and more recently 'language and culture competence' (Beikian, 2020;EMT, 2017). ...
It is evident that the most important competence emphasized by any translation competence model (TCM) is mastery of source and target languages and cultures. On the other hand, languages and cultures are always closely tied, a fact highlighted more than ever by Agar's (1994) proposed concept of 'languaculture'. The present two-phase qualitative study was conducted with the purpose of investigating how the curricula of B.A. and M.A. English translation programs offered by Iranian state universities cover language and culture competence as compared to overseas peer programs and how they can be improved in terms of the said competence. To this end, content analysis of the relevant curricula as well as semi-structured interviews with Iranian experts were used to gather the required data. The principal finding of the present research is that it emphasizes the necessity of revising the current curricula in line with the maximum coverage of topics contained in a proposed list of Persian language and culture topics, English language and culture topics, and joint language and culture topics. The said list of language and culture topics, being another valuable finding of the study, may also be used for designing new autonomous translator, interpreter, and audiovisual translator training programs, or at least concentrations with specialized tracks and strands. Further, the detailed findings of the study, gained through an atomistic approach to language and culture competence, may be availed of by researchers who intend to conduct further studies on each and every element of this competence.
... The construct of translation competence has caught continuous scholarly attention over the past decades (e.g., Cao, 1996;PACTE, 2003PACTE, , 2005PACTE, , 2008PACTE, , 2015Pym, 2003;Göpferich and Jääskeläinen, 2009), among which the empirical research results from PACTE have received considerable support. According to PACTE, translation competence is comprised of bilingual, extralinguistic, knowledge of translation, instrumental and strategic as well as psycho-physiological components. ...
While translation competence assessment has been playing an increasingly facilitating role in translation teaching and learning, it still failed to offer fine-grained diagnostic feedback based on certain reliable translation competence standards. As such, this study attempted to investigate the feasibility of providing diagnostic information about students’ translation competence by integrating China’s Standards of English (CSE) with cognitive diagnostic assessment (CDA) approaches. Under the descriptive parameter framework of CSE translation scales, an attribute pool was established, from which seven attributes were identified based on students’ and experts’ think-aloud protocols. A checklist comprising 20 descriptors was developed from CSE translation scales, with which 458 students’ translation responses were rated by five experts. In addition, a Q-matrix was established by seven experts. By comparing the diagnostic performance of four widely-used cognitive diagnostic models (CDMs), linear logistic model (LLM) was selected as the optimal model to generate fine-grained information about students’ translation strengths and weaknesses. Furthermore, relationships among translation competence attributes were discovered and diagnostic results were shown to differ across high and low proficiency groups. The findings can provide insights for translation teaching, learning and assessment.
