What is it about?
This study examines the skills that translation students in Argentina use most often during the final years of their degree. By analysing students’ written reflections, interviews, and final translations, the researchers found that subject knowledge and the use of research tools were especially important. Language, communication, and interpersonal skills also played a significant role across different text types. The findings may help universities improve translator training by identifying areas that need further support.
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Why is it important?
The distinctive contribution of this study lies in combining students’ reflections, interviews, and translation quality assessments to show how different abilities interact in real training contexts. By identifying both common patterns and differences across text types, the study offers timely evidence that may help universities improve translator education and may interest researchers, teachers, and translation professionals.
Perspectives
From my perspective, as this is a classroom-based study focusing on translations produced by students, the research provides concrete findings on the cognitive processes involved in translation, which would otherwise be very difficult to analyse. These findings are reflected in authentic student commentaries, which enable instructors to address both individual and group-level translation problems. This, in turn, helps improve classroom activities in response to the most relevant issues identified and allows teaching staff to introduce changes to the translation program for future cohorts.
Adriana Lafulla
Universidad de Belgrano
Read the Original
This page is a summary of: Identifying translation sub-competences in the translation process, Translation Cognition & Behavior, December 2025, John Benjamins,
DOI: 10.1075/tcb.00102.bar.
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