Mária Bakti: The development of interpreting competence
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3 The development of interpreting competence
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3.1 The development of translation competence
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3.1.1 The Translation Competence Acquisition Model of PACTE (PACTE, 2014)

3.1.1 The Translation Competence Acquisition Model of PACTE (PACTE, 2014)

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According to the PACTE group, the acquisition of translation competence (ATC) is the process of restructuring and developing sub-competences of translation competence (PACTE, 2014, p. 92), as defined by the PACTE group. PACTE defines translation competence (TC) as “the underlying system of knowledge, skills and attitudes required to translate” (PACTE, 2014, p. 87), which is expert knowledge, is predominantly procedural knowledge, is made up of five inter-related sub-competences, and includes a psycho-physiological component as well. Translation sub-competences of the model are bilingual sub-competence, extra-linguistic sub-competence, knowledge of translation, instrumental sub-competence and strategic sub-competence.

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PACTE (2014, pp. 92–94) describe ATC as a dynamic, spiral process in the course of which novice knowledge develops into expert knowledge, just like in the case of all learning processes. In addition, ATC necessitates the existence of learning strategies or a so-called learning competence. During the acquisition of translation competence, translators on their way towards expertise integrate, develop and restructure declarative and procedural knowledge. In this process, the development of procedural knowledge is essential. Furthermore, the five sub-competences of the PACTE model are developed and restructured during the acquisition of translation competence. In other words, the process of ATC starts from Pre-Translation Competence, where students already possess bilingual and extra-linguistic competences, and leads towards Translation Competence, involving learning strategies and the integrated development of sub-competences.

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ATC posits inter-related sub-competences, which at times compensate for each other, and which do not necessarily develop in parallel. In addition, during the process of acquiring translation competence, sub-competences are organised hierarchically and there might be variations related to translation direction, language combination, specialization or the learning environment. It follows that the ATC process may not be parallel for direct (in interpreting: B to A or C to A) and inverse (in interpreting: A to B) translation. The ATC is dependent upon directionality, language pairs in use, the field of specialized translation, and the learning environment. (PACTE, 2014, p. 94).

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The most important results of PACTE (2020) related to the development of translation competence are the following. PACTE has carried out an empirical investigation into the acquisition of translation competence, with the participation of 129 students of translation, examining the following six study variables:

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  1. knowledge of translation,
  2. translation project,
  3. identification and solution of translation problems,
  4. decision-making,
  5. efficacy of the translation process
  6. the use of instrumental resources.
 

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Their results indicate that the acquisition of translation competence is a non-linear process. In addition, the group has identified four types of evolution in the course of the acquisition of translation competence: non-evolution, rising evolution, falling evolution and mixed evolution.

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PACTE’s results for variable 1, knowledge of translation, indicate that translation acceptability goes through a rising evolution. ATC also entails a shift from a more static towards a more dynamic concept of translation, in other words a shift from a literal and linguistic to a textual, interpretative, communicative and functionalist approach to translation.

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Three indicators related to the identification and solution of translation problems variable, namely perception of difficulty, identification of prototypical translation problems, and problem-solving procedures, exhibit mixed evolution, in other words, their acquisition is a non-linear process.

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As concerns problem-solving (variable 4, decision-making), results show that related acquisition processes undergo mixed evolution.

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For variable 5, efficacy of the translation process, in other words the time spent with translation, indicators show mixed evolution, the results suggesting that during ATC, the acceptability of translations improves, but the time it takes to produce acceptable solutions does not.

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The investigation yielded the following results for variable 6, the use of instrumental resources. Students spent the most time on searches in the development stage, otherwise mixed evolution could be observed for this indicator, together with the indicator variety of resources used.

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In summary, PACTE states that they detected mixed evolution in the case of 12 out of the 22 indicators analysed, which supports the non-linear nature of the acquisition of translation competence.
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