Translation competence acquisition. Design and results of the PACTE group’s experimental research

Abstract

This paper presents the research project the PACTE group is carrying out on "Establishing Competence Levels in the Acquisition of Translation Competence in Written Translation". A continuation of PACTE's previous experimental research on translation competence and its acquisition, the project aims to propose level descriptors as a first step towards developing a common European framework of reference for translation's academic and professional arenas, both of which are represented among its participants. The project is organized into three stages, the first of which involved the production of a first level descriptor proposal, including a three-level scale with sub-levels and five descriptive categories (language competence; cultural, world knowledge and thematic competence; instrumental competence; translation service provision competence; and translation problem solving competence). In the second stage, the proposal produced is to be evaluated by experts from the academic and professional arenas. In the third stage, the data obtained through the expert judgement process will be analysed and the proposal revised. This paper sets out the project's objectives, our grounds for undertaking it, its conceptual framework and its methodology, as well as the results obtained in the first stage and the future direction of the research.

Contextualizing assessment feedback in translation education: A corpus-assisted ecological approach

“…Developing students’ translation competence is central to translation programs. The literature has documented multiple methods of assessing translation competence ( Schäffner and Adab, 2000 ; PACTE, 2014 ; Albir et al, 2020 ). For example, one approach that has been repeatedly used, though mostly in experimental research, is to triangulate multiple sources of data (e.g., students’ screen recordings, reflective journals, and questionnaire responses; e.g., PACTE, 2014 ; Albir et al, 2020 ).…”

“…The literature has documented multiple methods of assessing translation competence ( Schäffner and Adab, 2000 ; PACTE, 2014 ; Albir et al, 2020 ). For example, one approach that has been repeatedly used, though mostly in experimental research, is to triangulate multiple sources of data (e.g., students’ screen recordings, reflective journals, and questionnaire responses; e.g., PACTE, 2014 ; Albir et al, 2020 ). Recent endeavors have also aimed to develop level descriptors that describe and measure translation competence levels (e.g., Bai et al, 2018 ; PACTE, 2018 ).…”

Análisis de necesidades y opinión del alumnado respecto a las competencias del grado en Traducción e Interpretación en el ámbito de la traducción económica, comercial y financiera

“…Las guías docentes de las distintas asignaturas de traducción especializada suelen incluir, por consiguiente, competencias referidas a este tipo de lenguajes entre sus objetivos. Sin embargo, pese a la existencia de numerosos estudios acerca de los lenguajes de especialidad (Cabré, 1993;Santamaría Pérez, 2009), de la noción de competencia traductora (Hurtado Albir, 1996;2015;Kelly, 2002;EMT Group, 2017;Hurtado Albir et al, 2020;Wang, 2022) y de la opinión de traductores e intérpretes profesionales con respecto a la adecuación de tales competencias formativas al mercado laboral (Ruiz Rosendo, 2005;Muñoz-Miquel, 2014;Hurtado Albir, 2015;Cifuentes Férez, 2017), existen escasas investigaciones que evalúen, desde la perspectiva del alumnado, la importancia atribuida tanto a las distintas subcompetencias que conforman la competencia traductora en su conjunto, como a las actividades que, desde un punto de vista formativo, deberían desarrollarse para alcanzarlas. Habida cuenta de la importancia de la traducción económica, actividad profesional frecuentemente solicitada a nivel global (Gallego Hernández, 2020), es objeto del presente estudio ofrecer una aproximación, por medio de un análisis de necesidades, a la opinión del alumnado respecto a las competencias del grado en Traducción e Interpretación y las actividades más adecuadas para alcanzarlas en el ámbito de la traducción económica, comercial y financiera.…”

Teaching data science to undergraduate translation trainees: Pilot evaluation of a task-based course

“…In many programs and translation competence frameworks, digital literacy and information literacy have become an indispensable part of the curriculum ( Ivanova, 2016 ; Melby and Hague, 2019 ). For example, in comparison of the 2003 and 2017 editions of PACTE’s translation competence model, digital literacy has become detailly documented and emphasized as a subcategory of instrumental sub-competence ( Albir et al, 2020 ).…”