AbstractThis thesis investigates perceptions of competence held by graduates, translator trainers amd employers. Prevbious reserach in Jordan had revealed that graduates struggle to secure a job in translation because translator training programmes do not prepare them sufficiently enough to meet the market requirements (Shunnaq, 2009: Yousef, 2004: Al-Hamad, 2014). This research takes these initial studies further by using the PACTE multi-componential trans;ation competence model (2000, 2003, 2011). The study was conducted at two different phases in consequential procedures, combining quantitative and qualitative analyses. It revealed that while the graduates mildly agree on the development of their translation competence, the teachers and the employers disagree on this development and perceive several "core competencies" as lacking in graduates.
The study contributes to translator pedagogy in Jordan by providing detailed data on what needs to be stressed in the curriculum. Furthermore, it unveils the competences that are required the most by the employers versus those that are lacking in graduates. Based on the findings, the curriculum design can be amended to ensure more efficient programmes and thus a better development of translator competence.
This study also contributes to research into translation competence development, by arguing that competence is not only a defined notion or a multi-componential model. Competence is a perception that is governed by a socio-cultural and academic context. In a context where the experts themselves are lagging behind in research and where the stakeholders are wotking out of sync, the concept of translation competence still seems to be basically determined by the bilingual competence. Furthermore, the study also contributes to tranlation pedagogy by revealing that when the students' role is suppressed, the students show poor ability to assess their development, thus over-estimate themselves.
|Date of Award||2017|
|Supervisor||Christina G Schaeffner (Supervisor)|
- bilingual competence
- extra-linguistic competence
- strategic competence
- iinstrumental competence