چکیده:
Translation and interpreting in the modern world of the 21st century are markedly different from the traditional practice. In recent decades, universities and institutions worldwide have moved toward modifying their curricula accordingly. One significant popular step taken so far is the adoption of a Competence-based Approach to teaching translation and interpreting. The present study, as a narrow part of a PhD dissertation on translation and interpreting competence, is a qualitative research using documentary analysis to figure out the components of translation and interpreting competence. To this end, this study investigated the major translation and interpreting competence models (47 translation and 35 interpreting models as the corpus or material) as structured texts. The descriptive content analysis of the data indicated distinct competences as well as common core competences between translation and interpreting, inductively suggesting that universities and institutions develop different curricula for the respective programs so they can train individuals based on the standards of the market.
خلاصه ماشینی:
The descriptive content analysis of the data indicated distinct competences as well as common core competences between translation and interpreting, inductively suggesting that universities and institutions develop different curricula for the respective programs so they can train individuals based on the standards of the market.
29) Knowledge Areas Skill Areas Ability Areas Vocabulary Textual analysis Read source language; write in target language Grammar Terminological research Understand nuances and registers Idiomatic usage (combinations of words) General writing Perform language transfer General knowledge Editing and proofreading Verify correspondence (congruity judgment) Subject-matter-specific knowledge Computer (word processing and Internet) Common sense Ethical obligations Organizational Follow specifications Personal time management Think analytically and intuitively The Australian National Accreditation Authority for Translators and Interpreters (NAATI) (2015) which defined its objective as “improving the integrity and efficiency of NAATI certification system” and in a similar fashion to the ATA recognized ISO 17024 definition of competence as the “ability to apply knowledge and skills to achieve intended results”, differentiated between competence (“measureable specific and objective milestones describing what people have to accomplish to consistently achieve or exceed the goals for their role” [Koby and Melby, 2013, p.
The competency areas specified by NAATI for interpreters are the same as those they earlier presented for translators, but as the following table illustrates, there are some differences in the knowledge, skills, and attributes (KSAs) required.