Process research into the development of translation competence: Where are we, and where do we need to go?

Abstract

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 research so far. It then focuses on desiderata. Special emphasis will be placed on the contrastive evaluation of methods, on longitudinal studies, as well as on the documentation and dissemination of process data. The design of one longitudinal study, TransComp, which investigates the development of translation competence in 12 students of translation over a period of three years and compares it to that of 10 professional translators with more than 10 years of experience, will be introduced. Furthermore, asset management systems will be suggested to make translation process data accessible to the scientific community and lay the foundations for a platform for information exchange between scholars working in the field of translation process research. At the end of the article, the contributions collected in this volume will be introduced.

Should Revision Trainees Think Aloud while Revising Somebody Else’s Translation? Insights from an Empirical Study with Professionals

“…He argues that it is only partly correct since many people tend to accompany their problem solving processes with a kind of quiet speech. This has also been observed by Robert (2012) and Göpferich and Jääskeläinen (2009).…”

The Constitution of Translation Competence and Its Implications on Translator Education

“…TC is defined to be the underlying knowledge system needed to translate and has four distinctive characteristics: (1) Inspired by the PACTE group's model, , based on longitudinal studies, claims that strategic, translation routine activation and tools/research competence are the translation -specific competencies with communicative competence, domain competence and psychomotor competence included in the model [33]. Göpferich's model is a comprehensive one, and points out the interaction between sub-competences, while there are certain confusions.…”

“…However, with the great development in information technology and multiplying demands in applied translation, the constitution of translation competence of qualified and competent translators is being clarified highlighting the contextual, communicative, functional and dynamic features of translation, which demands cognition and metacognition to perform the complex, unfamiliar, and non-routine tasks with dynamic requirements. Consequently, metacognition plays the dominating role in translation competence, which sets priorities and defines hierarchies between the individual sub-competences [36].…”

Think aloud protocols: Viable for teaching, learning, and professional development in interpreting

“…The work of interpreting is not a simple linear conversion process, it is multi-faceted and highly "recursive and iterative process" as described by Göpferich & Jääskeläinen (2009). Thus there have been multiple successful attempts at conceptualizing the work using various models and frameworks.…”