The development and use of translation competence by novice and experienced professional translators: implications for translation pedagogy

A case study has been carried out to explore translation as a process and the development and application of translation competence as the central skill in professional translation activity. As a review of the literature suggests, the analyzed empirical research on the translation process itself does not offer a definite answer on the link between translation competence and its significance for training professional translators. Understanding translator actions can shed more light on decision-making in the translation process and the interaction between internal and external support. Consequently, it can help build a competence-based curriculum, as a systematic approach to translator training. The research questions addressed by this study investigate the subcompetences that professional translators use when translating, the ways in which these subcompetences differ in novice and experienced translators and translators' perceptions about the use of subcompetences during the translation task. To investigate the research questions, this study draws on theories supporting an integrated concept of translation (considered as a textual, communicative, and cognitive activity), competency-based language theories and socio- constructivist theories. Twelve professional translators from two language combinations (English-Spanish/Spanish-English) participated in this case study by translating a short text, completing a pre- and post-translation questionnaire, and participating in an individual interview. Findings from this study may offer empirical evidence on the use of translation competence by professional translators at different stages in their career. Findings may also advance translation competence theories and competence-based curriculum design for translator training.