Márta Lesznyák: A longitudinal investigation of translation trainees’ translation and post-editing competence development I
›
1 Literature review
›
1.4 Translation revision competence – “the older sibling” of post-editing competence

1.4 Translation revision competence – “the older sibling” of post-editing competence

Jegyzet elhelyezéséhez, kérjük, lépj be.!

As it is often suggested that translation revision competence shows resemblance to post-editing competence (e.g., Daems & Macken, 2021; Jakobsen, 2018; Robert et al., 2017), translation revision competence will be reviewed here briefly, even though it has no direct relevance for the present investigation.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The study of translation revision competence started relatively late, and although Brian Mossop devoted a chapter to revisor competencies in the 2007 edition of his book (Mossop, 2007), it was not until 2011 that the first model on translation revision competence was created by Péter Iván Horváth (P. Horváth Iván, 2009). In his PhD dissertation, Horváth set up a model of translation revision competence with five subcompetencies: 1) Ameliorative (the ability to improve translations; 2) Evaluative (the ability to evaluate translations); 3) Translation (the ability to provide translations when there are omissions in the text); 4) Comparative-contrastive (the ability to compare translations and their originals); and 5) Corrective (the ability to correct translation errors) (Horváth, 2009, 38). Horváth never published his model in English, and although Robin (2016) picked it up and complemented it with two further elements (linguistic subcompetence and decision-making subcompetence), Horváth’s model never received widespread international attention.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Robin’s modified model (2016) is cited more often, but the translation revision competence model that is best known in the community was created by Robert and her colleagues (Robert et al., 2017). The model includes 9 subcompetencies, four of which are identical to the ones in TC models: bilingual subcompetence, extralinguistic knowledge, knowledge about translation and translation routine activation. Two further subcompetencies are partly similar to TC subcompetencies: tools and research subcompetence and interpersonal subcompetence. Finally, the model entails three subcompetencies that are specific to revision, and they are knowledge about revision, revision routine activation and strategic subcompetence for revision.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The competence models above showcase Hansen’s insight, who claims that “translation revision seems to require additional skills, abilities and attitudes, and/or enhanced levels of competence in certain areas.” (Hansen, 2009, 274). This assumption may hold true for post-editing competence, too. Moreover, the additional skills, abilities and attitudes may overlap between revision and post-editing. In the next chapter, we will turn to post-editing and post-editing competence and will further elaborate on the differences and similarities between the two work modes.
chevron_left
chevron_right
Tartalomjegyzék navigate_next
Keresés a kiadványban navigate_next
A kereséshez, kérjük, lépj be!
Könyvjelzőim navigate_next
A könyvjelzők használatához
be kell jelentkezned.
Jegyzeteim navigate_next
Jegyzetek létrehozásához
be kell jelentkezned.
    Kiemeléseim navigate_next
    Mutasd a szövegben:
    Szűrés:
    Kiemelések létrehozásához
    MeRSZ+ előfizetés szükséges.
      Útmutató elindítása
      delete
      Kivonat
      fullscreenclose
      printsave