Translation competence development among learners : a problem-solving perspective
In recent decades, the conceptualisation of translation competence and its development has attracted significant attention from translation researchers. Existing literature on translation competence is characterised by the prevalence of multi-componential models of translation competence, with inadequate attention paid to the interplay between competence components in the translation process. Therefore, this doctoral research sets out to re-conceptualise translation competence from a problem-solving perspective so as to understand translation competence and its development in the translation process. By re-defining and re-modelling translation competence with inspiration from problem-solving studies, this research proposes a conceptualisation of translation competence and its development that accommodates the translation process and the learning process. In order to validate the relevance of the proposed theoretical framework, a longitudinal study was conducted among a small group of Chinese students from an MA translation programme, using the translation task-based interview as the main research instrument. Findings from the empirical study have demonstrated the relevance and strength of the theoretical framework
Cheng, Si
competence development ; longitudinal study ; task-based interview ; translation learner ; translation competence ; problem solving
Translation competence development among learners : a problem-solving perspective. In recent decades, the conceptualisation of translation competence and its development has attracted significant attention from translation researchers. Existing literature on translation competence is characterised by the prevalence of multi-componential models of translation competence, with inadequate attention paid to the interplay between competence components in the translation process. Therefore, this doctoral research sets out to re-conceptualise translation competence from a problem-solving perspective so as to understand translation competence and its development in the translation process. By re-defining and re-modelling translation competence with inspiration from problem-solving studies, this research proposes a conceptualisation of translation competence and its development that accommodates the translation process and the learning process. In order to validate the relevance of the proposed theoretical framework, a longitudinal study was conducted among a small group of Chinese students from an MA translation programme, using the translation task-based interview as the main research instrument. Findings from the empirical study have demonstrated the relevance and strength of the theoretical framework
translation_competence development among learner problem_solving perspective conceptualisation translation_competence development attract significant attention translation researcher existing_literature translation_competence characterise prevalence multi componential model translation_competence inadequate attention_pay interplay competence component translation_process therefore doctoral set conceptualise translation_competence problem_solving perspective translation_competence development translation_process defining modelling translation_competence inspiration problem_solving study propose conceptualisation translation_competence development accommodate translation_process learn_process order validate relevance propose theoretical_framework longitudinal_study conduct among small_group chinese_student translation programme use translation_task based interview main instrument findings empirical_study demonstrate relevance strength theoretical_framework