Mária Bakti: The development of interpreting competence
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2 Interpreting competence
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2.2 Modelling interpreting competence
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2.2.1 The Leipziger Kompetenzmodell der Dolmetscherdidaktik (Kutz, 2010)

2.2.1 The Leipziger Kompetenzmodell der Dolmetscherdidaktik (Kutz, 2010)

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Kutz participated in the development of the Leipziger Kompetenzmodell during the 1980’s at the University of Leipzig. The model was explicitly developed for interpreter training, and is based on seven principles (Kutz, 2010, p. 197):

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  1. Interpreting competence means the ability to carry out different interpreting-specific actions (Handlungstypen), in other words “internalized prototypical knowledge schemata about (sub)-processes in interpreting” (Albl-Mikasa, 2012, p. 60).
  2. Interpreting competence is the sum of different interpreting competence forms; these forms are different from one another and have different weight in interpreter training.
  3. Interpreting competence has interpreting-specific parts and parts that are related to other competences (for example communicative competence). These should be integrated into interpreting competence.  
  4. There are three stages of acquiring interpreting competence: i) (conscious) knowledge (Wissen) ii) (routine) ability (Fähigkeit) and iii) (automatic) skill (Fertigkeit). 
  5. All of the interpreting action types can be considered as problem-solving case studies; in the course of their training, students learn these problem solving mechanisms.
  6. As a prerequisite of acquiring interpreting competence, the existence of an interpreting-specific cognitive style is supposed.
  7. Interpreting competence can only be described through an interdisciplinary approach, involving cognitive psychology, psycholinguistics, semantics, communication studies, semiotics, and cultural studies.
 

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Kutz details interpreting working-mode specific action types, listing thirty of such action types for consecutive interpreting. These are divided into knowledge schemata related to preparation, understanding and processing the source language text, and target language text production (Kutz, 2010, pp. 217–218).
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