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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1.2.3 The EMT model

1.2.3 The EMT model

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The EMT expert group’s competence framework wishes to consolidate and enhance the employability of students with an MA degree in translation. The first version of the framework was formulated in 2009 and has been updated twice since then. The most recent version of the competence model was published in 2022.

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The EMT group defines competence as “the proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development” (EMT expert group 2017, 3; 2022, 3). A clear-cut definition of translation competence itself is not provided, but it is asserted that
 

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“[TS] should be understood in the broadest sense, encompassing not only the actual meaning transfer phase between two languages (interlingually), including the use of pivot languages, or within the same language (intralingually), but also all the strategic, methodological and thematic competencies that come into play before, during and following the transfer phase per se – from document analysis to final quality control procedures” (EMT Expert Group 2022, 7).
 

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The original 2009 model consisted of 6 subcompetencies and took the form of a wheel. Translation service provision competence was positioned in the middle of the wheel, as it was seen to be the key element in employability. The other five subcompetencies (language, intercultural, info-mining, technological and thematic) were assumed to serve the service provision competence (EMT Expert Group, 2009).

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Major changes were introduced to the model in 2017 when the number of subcompetencies was reduced to five (EMT expert group, 2017, 4–11). According to the EMT expert group, these five areas together contribute to the “ability to perform and provide a translation service in line with the highest professional and ethical standards” (EMT expert group, 2017, 4). The five main areas are language and culture, translation, technology, personal and interpersonal competence and service provision (EMT expert group, 2017, 4–10). The visualisation of the competencies changed, too: the 2017 version resembles a list, beginning with “language and culture” which is supposed to “constitute the basis for advanced translation competence”. It is also seen as “the driving force behind all other competencies” (EMT expert group, 2017, 6), which leads us to conclude that “language and culture” is granted a special position within the model even if it is not explicitly stated.

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The EMT 2022 model has kept the structure of the 2017 model with five subcompetencies. Only minor modifications have been made concerning the description of the individual subcompetencies. The majority of these modifications affect the “language and culture” subcompetence, where skills specific to human translators are highlighted (sociolinguistic, cultural, transcultural) (EMT expert group 2022, 2 and 6).

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It should be noted that post-editing machine translation appears in the list of skills students should acquire within the “translation” subcompetence category.

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The EMT model focuses on translator training by setting out a common set of learning outcomes related to competence areas for EMT Master’s degree programs. Although it shows similarities to the PACTE and the TransComp model, it is also distinctly different from the other two models. The differences between the models come from their different focuses: The PACTE and the TransComp are more purely cognitive or psycholinguistic models focusing on the process of producing the target text. In contrast, the EMT model, with its aim of supporting training and employability, has more social relevance and contains a broader array of competencies. Clearly, no model is better than the other one. It depends on the aims of researchers/trainers/employers, etc., which model can be used with more success.
 

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The idea of componential models has received some criticism, predominantly from Pym (2003), who argued that translation competence is a two-fold functional competence involving the ability to generate more than one target text solution for a source text and the ability to select one viable target text from among these solutions. This approach came to be known as a minimalist definition of translation competence. However, we think that the subcompetencies described in multi-component models are required to generate alternatives and select from the target language alternatives. Therefore, the present study relies on a multicomponential approach to translation and post-editing competence.
 

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After having reviewed the most important translation competence models, we will turn to models describing the development of translation competence.
 
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