Investigating translation trainees’ self-perceived competence

Abstract

Pushed by the increasing internationalization of education and recent economic dynamics, training programs are shifting their focus to acquiring competences and know-how through real-life materials to enhance learners’ employability and access to the work market. Moreover, recent research has called for the implementation of editing/revision content in translation programs, overcoming the assumed distance between translation and editing/revision professions. In light of social constructivism and process-oriented pedagogical trends in translation training, an intensive twenty-hour seminar was designed and piloted in a Master’s degree program in Specialized Translation with the intent of increasing students’ awareness of the translation process, including translation revision and their sense of perceived competence. Rasch analysis of pre- and post-test questionnaires detected positive changes in students’ self-perceived proficiency in translation, translation revision, and editing, with critical implications for the usefulness of process-oriented, realistic approaches integrating both translation and editing/revision content in translation training programs.

Investigating Blended Learning Mode in Translation Competence Development

“…In recent years, apart from PACTE’s translation competence model, some other scholars also probe into translation competence from various perspectives such as a process-oriented approach integrating both translation and editing/revision content in translation training programs (Latorraca & Aiello, 2021), the perspective of higher-order thinking skills (HOTS) and a HOTS-oriented TC model (Tan & Cho, 2021) as well as a collaborative approach to improve the non-professional translator’s translation competence (Beseghi, 2021). Some revise the translation competence model (Zhao, 2018) or depict translation competence as a situation-based construct with interlingual skills at its core (Kumpulainen, 2018).…”

“…Translation competence has been discussed actively in academia over the past 30 years, and its scope has been greatly expanded (e.g., Kiraly, 2000;Latorraca & Aiello, 2021;PACTE Group, 2000;Pym, 2004). To date, the definition given by the Process in the Acquisition of Translation Competence and Evaluation (PACTE) group is the best established.…”