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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1.8 Translator training in Hungary and at the University of Szeged

1.8 Translator training in Hungary and at the University of Szeged

Jegyzet elhelyezéséhez, kérjük, lépj be.!

As participants of the present longitudinal study were all enrolled as Master’s students at the University of Szeged, it is of vital importance to portray the system of translator training in Hungary and the MA program at the University of Szeged.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In Hungary, translator training is provided exclusively at the Master’s level, which means that there are no translation BA programs, although specialisations in translation are offered within modern language BA programmes at most universities. Nevertheless, these specialisation courses are embedded in classic, philology-oriented programmes with a relatively low number of translation-oriented classes. This setup limits the material that can be covered. Additionally, post-graduate certificate courses are also offered by some Institutions of Higher Education. These courses typically accept students with BA and MA degrees in disciplines other than foreign languages and train students to become domain-specific translators (medical, legal, technical, etc.).

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Translation Master’s programmes are offered as general translation courses, although classes on domain-specific translation are also included in the training programmes. Entry requirements include (at least) a BA degree in any field of study, a C1 level language exam in the chosen language B and (at least) a B2 level language exam in the chosen language C. As can be seen, two foreign languages are needed to get admission to the 120-credit program, which lasts 4 semesters. The competencies, skills, attitudes and core fields of knowledge are determined by a national central document called “Training and outcome requirements” (A Felsőoktatási Szakképzések, Az Alap- És Mesterképzések 2024/25-Ös Tanévtől Alkalmazandó Képzési És Kimeneti Követelményei, n.d.), which basically functions as a qualification framework. The document also prescribes that 80% of the programme should be practice-oriented.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The Szeged Master’s Programme (http://www2.arts.u-szeged.hu/ftk/mester/program.html) includes 1200 teaching hours and the classes include theoretical introduction into language mediation, translation and interpreting; intercultural communication; european studies; basics of terminology; A, B and C language classes; general translation and interpreting classes in both directions, digital technologies in translation; project management; introduction to business studies and terminology; introduction to legal studies and terminology; business translation; legal translation; optional interpreting classes, translation project, internship and thesis paper. This is a short summary of the programme; the detailed description can be found at http://www2.arts.u-szeged.hu/ftk/mester/program.html.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The lack of Translation BA programs has consequences for the MA programs, especially as it is coupled with an MA admission system that permits students from any field of study to gain entry to the program. In our sample, about 94% of the students had a BA degree in modern languages, and Szeged University seems to be a typical training place in Hungary. Some of these students took a translation specialisation in their BA program, but many others completed another specialisation or a minor (usually another language). As BA programs in modern languages have a strong focus on literature, culture and linguistics, students have a very limited experience of specialised, technical language. As a result, they often lack an awareness of register, and they definitely lack competence in using it.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Another problem is that modern language BA programs have no aims linked to language A (L1) development, and in line with that, students hardly have any classes in Hungarian. This leads to a situation where most students enter a translation MA program without having read or written academic texts or texts in any formal register in Hungarian for about 3 years. Deficiencies in writing skills and language awareness are often even more striking in students’ L1 than in their foreign languages.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Despite the importance of post-editing in the language industry, in empirical research, relatively little attention has been paid to the individual skills of translators and how they may correlate with post-editing performance.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The present study, as part of the Szeged Translation Competence Research Project, wishes to contribute to a deeper understanding of how the translator’s subcompetencies influence his/her post-editing performance.
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