Assessing Textual Competence in Translation into a Second Language

  • Tamara KavytskaEmail author
  • Olga Kvasova
Part of the Second Language Learning and Teaching book series (SLLT)


Assessing translation competence or its components is one of highly debatable issues of translation pedagogy. In the Ukrainian context, this issue has been particularly neglected despite considerable progress achieved in teaching vocational translation. As a result, conventional quantitative and error-based assessment schemes prevail in most national translation training environments. Thus, the objective of this article is to reconsider generally accepted approaches towards translation quality assessment and suggest the instruments for assessing the textual competence in translation from Ukrainian into English. This study relies on the experimental training of the first-year Translation Majors of the Master’s program (n = 33). Tools included a general language proficiency test, a pre- and post-training test in translation skills, assessment scales and the survey of translation teachers. The assessment procedure of the experimental training had a strong correlation (89%) with the expected learning outcomes and training objectives of the course. The research results indicate that the suggested instruments are effective in measuring the textual competence of Translation Majors in the classroom focused on translation as a process rather than a product. The experimental training has also revealed the impact of the trainer’s profile on the assessment procedure, which can become the object of further research.


Translator competence Textual competence Translation into a foreign language Assessment instrument Assessment scale Translation majors 


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Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  1. 1.Institute of PhilologyTaras Shevchenko National University of KyivKyivUkraine

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