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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1.2 Translation competence
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1.2.2 Susanne Göpferich’s TransComp model

1.2.2 Susanne Göpferich’s TransComp model

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Relying on the PACTE model and on Hönig’s (1995) model of the ideal translation process, Susanne Göpferich (2009) developed her translation competence model, which served as the basis for her longitudinal study. As can be seen in Figure 2, the model bears a close resemblance to the PACTE model as several subcompetencies overlap.
 
Figure 2 Göpferich’s Translation Competence Model
Note. Adapted from Göpferich (2009, 21)
 

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At the heart of the model are strategic competence and motivation that control the activation of the subcompetencies in the outer wheel. Strategic competence corresponds to PACTE’s competence with the same name and is seen as a meta-cognitive competence that creates a macro-strategy for a specific translation setting. Motivation is seen as a major factor affecting how strictly the translator will adhere to the macro-strategy when engaging in the actual process of translation.

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Although it may sound self-evident that motivation is part of translation competence, surprisingly, recent research results suggest that it has no direct relation to actual performance (S. Lu et al., 2022; Y. Yang & Wang, 2023). Both studies found that motivation has an indirect role as it appears to influence self-regulation and self-efficacy beliefs, which, in turn, affect performance. Interestingly, however, motivation has been shown to be a major factor driving the learning process (see, e.g., I. Horváth & Kálmán, 2021; Liu & Yu, 2019).

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Because of these inconsistencies in research findings, integrating motivation into the translation competence model itself can be questioned. Multicomponential models are often criticised on grounds of being inflated, that is, containing too many elements (Pym, 2003, 2011; Shreve, 2006). Most of the criticised elements (e.g., language competence) are not specific to translation, but indispensable for the activity. Motivation is different in the sense that, purely cognitively, translation is possible with zero motivation. In contrast, with zero language competence, there is clearly no translation. In consequence, we would suggest that motivation would best be studied as a key background factor in the translation process, but not as part of translation competence. Nevertheless, it can be conceptualised to be a key factor in translation competence development.

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Subcompetencies in the outer circle of the TransComp model include (a) communicative competence in at least two languages (corresponding to PACTE’s bilingual subcompetence), (b) domain competence, which more or less equals the extra-linguistic subcompetence in the PACTE model, (c) tools and research competence, equivalent to the PACTE group’s instrumental subcompetence, (d) translation routine activation competence, which is the ability to use routine transfer operations or shifts. These operations are usually language-pair specific and belong to micro-strategies; and (e) psychomotor competence, which includes psychomotor abilities required for reading and writing (Göpferich, 2009).

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The working of translation competence is further hypothesised to be affected by three outside factors: the translation brief and the translation norms, the translator’s self-concept/professional ethos and the translator’s psycho-physical disposition (intelligence, ambition, perseverance, etc.).
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