Mária Bakti: The development of interpreting competence
›
2 Interpreting competence
›
2.7 Outlook, open questions

2.7 Outlook, open questions

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In summary, it can be stated that interpreter competence models are not always detailed, and most of them are made up of prescriptive lists. Spitzberg’s critical comments about intercultural competence models also apply to models of interpreting competence: these lists should be treated with caution, as they are not always based on empirical research, but at the same time tend to give the illusion of validity, especially if one finds overlaps or mutual competence fields. In addition, researchers do not always mean the same thing by elements of a list, and these lists provide a vertical list of skills and abilities instead of a horizontal approach (Spitzberg, 1989, quoted in Kaczmarek, 2010, pp. 63–64). 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

After surveying the models of interpreting competence, some open questions that would be of interest for both training and research remain. The first theoretical question is whether to consider interpreter and translation competence as one or two constructs, in other words, whether researchers would focus on mutual or distinctive competences. The second question to address is whether one considers interpretation merely as a linguistic or as a cognitive task. Current models focus less on cognitive elements, such as the semantic and pragmatic aspects of finding equivalents, which are, among others, connected to general abilities to define (Molnár, 2017).

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In addition, researchers examine the development of competence as a learning process, where students tend to focus on visible elements, and imitate what can be imitated, however, they do not see the underlying cognitive processes. The visible or rather audible part of interpreting is connected to languages, that is why language is so prominent in both theoretical and empirical models (Molnár, 2017). 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

It should also be underlined that psycho-physiological elements, although important components of interpreting, are not competences or sub-competences. Thus, most models of interpreting competence can be seen as a summary of knowledge and personality traits required for interpreting, and not as competence models (Molnár, 2017). 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

An implication for training is the outstanding role of personality. The knowledge and findings we have about the personality of translators and interpreters is often contradictory (Lesznyák, 2020). These personality traits might also influence the interpreting process and the results of the interpreting process, they might have an effect on the progress of interpreter trainees, and might also determine to what extent an interpreter can function as a service provider (Lesznyák, 2020). A better investigation of these personality traits and their role in the work of an interpreter, their development during the training of interpreters, and its assessment in aptitude testing are still open questions.
chevron_left
chevron_right
Tartalomjegyzék navigate_next
Keresés a kiadványban navigate_next
A kereséshez, kérjük, lépj be!
Könyvjelzőim navigate_next
A könyvjelzők használatához
be kell jelentkezned.
Jegyzeteim navigate_next
Jegyzetek létrehozásához
be kell jelentkezned.
    Kiemeléseim navigate_next
    Mutasd a szövegben:
    Szűrés:
    Kiemelések létrehozásához
    MeRSZ+ előfizetés szükséges.
      Útmutató elindítása
      delete
      Kivonat
      fullscreenclose
      printsave