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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3.1.2 The TransComp model

3.1.2 The TransComp model

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Göpferich and her colleagues (2010) attempt to model the development of translation competence acquisition and state that while most investigations into translation competence acquisition follow a contrastive design, in other words, compare two or more groups which are assumed to be at different levels of competence, longitudinal studies would be needed, as they are more fitting to reveal the development of translation competence in its continuity (Göpferich et al., 2010, pp. 57–58). These longitudinal studies should involve “the analysis of translation products and processes of the same individuals at regular intervals during their training and later professional career” (Göpferich et al., 2010, pp. 57–58).

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Göpferich and her colleagues propose to replace the PACTE model with their own model, as the PACTE model does not take into consideration translation routine activation, which has an important explanatory power in the eyes of Göpferich and her colleagues in the description of translation competence acquisition. The TransComp experiment involved 10 professional translators and 12 trainee translators. It was a longitudinal study, with think aloud translations. The dependent variables were strategic competence, translation routine activation competence, tools and research competence. The results show that professional translators are better problem-solvers (Göpferich et al, 2010, p. 69) and professionals engage mostly in routinized and stereotype decision-making, these are the two decisions that have a relatively low cognitive involvement in more than 50 percent of the cases (Göpferich et al., 2010, p. 72).

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Göpferich suggests, based on the analysis of decision types for professionals and novices, that novices do not proceed in a strategic manner, that is they lack the ability to use or develop situation-specific criteria to apply in the evaluation process. They also state that, concerning translation routine activation competence (Göpferich et al., 2010, p. 73), “the ability to switch between a more routinized, automatized and eventually reflex-based mode of translation behaviour (routine) and a flexible, cognitively demanding problem-solving mode is considered one aspect of strategic competence in the TransComp model”.

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TransComp summarizes the following tendencies in the course of the acquisition of translation competence (Göpferich et al., 2010, pp. 76–77):

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  1. professional translators make fewer errors,
  2. professional translators have fewer problems,
  3. professional translators translate faster, and proceed in a more strategic manner, with fewer returns to unsolved or unsatisfactorily solved problems,
  4. professional translators are more creative,
  5. professional translators work more efficiently with less cognitive involvement, and
  6. professional translators know better than students when to switch from a routine mode to a problem-solving mode.
 

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In summary, it can be stated that the two models shed light on the key features of the development of translation competence, however, it is not necessarily easy to compare the two models, as their starting points differ and the aspects of competence development under investigation are also varied. PACTE uses their model of translation competence made up of five sub-competences, and see the development of translation competence as the restructuring and development of these sub-competences. TransComp, on the other hand, focuses on routine-activation, which is not part of the PACTE model. The most relevant finding of PACTE related to this volume is that the development of translation competence development is a non-linear process, while TransComp found that professionals are better at problem-solving. In addition, novice translators do not always proceed in a strategic manner, while professionals know when to switch from routine to problem-solving mode.

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What are the implications of these models for interpreting?

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Based on PACTE’s model we can assume that the development of interpreting competence is non-linear, and from the TransComp model we can infer that interpreting competence might comprise to some extent routine-activation in interpreting as a form of problem-solving.
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