Author(s): Ayse Is?k AKDAG
The aim of this study is to identify the profile of Translator Training graduates in Turkey by determining the competences that they acquired. For this purpose, firstly the concept of translation competence is examined. After the concept of translation competence is defined, different models of translation competence proposed by different scholars are examined, and special attention is paid to EMT Group who set out a framework for the competences applied to translation within the European Union. Nevertheless, some competences set out by EMT involve heterogeneous qualifications. In order to provide data transparency, these qualifications are separated and a model for translation competence is formed basing on EMT framework. The Translation Competence Model which will be used in this study has the following sub-competences: Information Mining Competence, Intercultural Competence, Language Competence, Technological Competence, Technological Competence Related to Interpreting, Textual Competence, Thematic Competence, Translation Service Provision Competence and Psycho-Physiological Component. 6 French Language Translator Training Departments constitute the sample of the study. In particular, Programme Outcomes which are included in Bologna Information Package constitute the subject matter of research. Therefore, after giving information about the Bologna Process and Programme Outcomes, Programme Outcomes are analysed in accordance with the Translation Competence Model formed for this study. The analysis consists of classifying outcomes in accordance with the qualifications covered in the sub-competences of the Translation Competence Model. This enables us to identify sub-competences put forward in each Translator Training Department. As a result, the study revealed that none of the Translator Training Departments involve all the competences mentioned in the model. Translation Service Provision Competence, Language Competence and PsychoPhysiological Component are present in all the training departments. In the scope of this research, out of 6 departments in Turkey 4 mentioned the Technological Competence and Intercultural Competence, 3 mentioned Information Mining Competence and Thematic Competence. Textual Competence and Technological Competence Related to Interpreting are the least cited competences.