Márta Lesznyák: A longitudinal investigation of translation trainees’ translation and post-editing competence development I
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1 Literature review
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1.1 Definitions of basic terms
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1.1.4 Competence

1.1.4 Competence

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Although the distinction between competence and performance originally comes from linguistics (Chomsky, 1979), the concept of competence that has become widespread in social sciences can be linked to psychology and educational sciences. As a result, the definition used in this volume comes from the educational sciences. While acknowledging the large number of approaches to competence in the literature, we will stick to Weinert’s definition, who describes competence as “a roughly specialized system of abilities, proficiencies or skills that are necessary or sufficient to reach a specific goal” (Weinert, 2001, 45).

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Weinert also distinguished between 9 different views on competence, one of which was “specialized cognitive competencies”. This conceptualisation has a special relevance for this work, as translation and post-editing competence clearly belong to this category.

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Specialised cognitive competencies are defined as “clusters of cognitive prerequisites that must be available for an individual to perform well in a particular content area (e.g., chess playing, piano playing, automobile driving […] etc.)” (Weinert, 2001, 48).

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These specialised competencies can potentially be learned by anyone, yet only a few people fully acquire them. Another important insight of Weinert is that it is not so much general cognitive capacity as content-specific knowledge that determines the level of specialised cognitive competence. From this perspective, competence is learned (i.e., not inborn), although individual aptitude for the specific area may influence the learning outcome.

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Weinert claims that the specialised competencies approach offers distinct advantages over ability-centred definitions due to its emphasis on cognitive prerequisites of performance.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

As it will be shown, models of both translation and post-editing competence fall under what Weinert refers to as “specialised competencies”, although translation scholars tend to extend the scope of competence to include non-cognitive elements like motivation, and emotional and social prerequisites.
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