274

DOI: https://doi.org/10.46502/issn.1856-7576/2022.16.03.20

Formation of german linguistic translation competence

among university students

Formación de la competencia de traducción de lingüistas alemanes entre

estudiantes universitarios

Valentyna Gutnyk

abcdefg27@ukr.net

https://orcid.org/0000-0002-3237-327X

Candidate of Pedagogical Sciences, Associate Professor, Department of Germanic and Romance

Languages, Pedagogical Faculty of Romano-Germanic and Ukrainian Philology, Kyiv National

Linguistic University, Kyiv, Ukraine.

Sorina Solomko

fantasie@ukr.net

https://orcid.org/0000-0002-3037-931X

Сandidate of Pedagogical Sciences, Associate Professor, Department of Germanic and Romance

Languages, Pedagogical Faculty of Romano-Germanic and Ukrainian Philology, Kyiv National

Linguistic University, Kyiv, Ukraine.

Marianna Paustovska

mpaustovska@ukr.net

https://orcid.org/0000-0002-1228-2178

Candidate of Pedagogical Sciences, Associate Professor, Department of Germanic and Romance

Languages, Pedagogical Faculty of Romano-Germanic and Ukrainian Philology, Kyiv National

Linguistic University, Kyiv, Ukraine.

Iryna Trutsunenko

i.trutsunenko@gmail.com

https://orcid.org/0000-0003-3546-6495

Senior Lecturer, Department of Theory, Practice and Translation of the German Language, Faculty

of Linguistics, National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”,

Kyiv, Ukraine.

Elvira Horbach

elvira.gorbach@gmail.com

https://orcid.org/0000-0002-0566-0265

Senior Lecturer, Department of Germanic and Romance Languages, Pedagogical Faculty of

Romano-Germanic and Ukrainian Philology, Kyiv National Linguistic University, Kyiv, Ukraine.

Recibido: 26/05/22

Aceptado: 28/08/22

Abstract

Everyone who wants to succeed in professional, scientific, and practical activities needs

interpreting skills. They are a must in international business cooperation. Today no

international negotiations can do without an interpreter. The study aims to determine the

peculiarities of forming the translation competence of German language students. For this

Valentyna Gutnyk, Sorina Solomko, Marianna Paustovska, Iryna Trutsunenko, Elvira Horbach

Formation of german linguistic translation competence among university students. - Eduweb, 2022,

julio-septiembre, v.16, n.3. /274-284

Revista de Tecnología de Información y Comunicación en Educación • Volumen 16, N° 3. Julio-septiembre 2022

275

purpose, an experiment was conducted in one of the higher educational institutions of

Ukraine, which, according to the results obtained, allows us to evaluate students’ success

and study the conditions for the formation of future translators’ competence. The research

tasks are solved using the methods of description, observation, formative experiment, and

statistics. The use of general scientific methods allows for determining positive changes in

the experimental and control groups in the process of forming translation competence during

the German language study. It is assumed that the creation of pedagogical conditions and

the use of modern information resources can increase the skills level of future translators. It

will have a positive impact on their employment and successful professional activities. To

increase future translators’ professionalism, it plans to develop educational projects to form

translation competencies. To master them while studying German, students should focus on

getting practical communication skills and technical knowledge.

Keywords: translation competence, innovative teaching methods, educational project,

information resources.

Resumen

Todos los que quieran tener éxito en actividades profesionales, científicas y prácticas

necesitan habilidades de interpretación. Son imprescindibles en la cooperación empresarial

internacional. Hoy ninguna negociación internacional puede prescindir de un intérprete. El

estudio tiene como objetivo determinar las peculiaridades de la formación de la competencia

traductora de los estudiantes de lengua alemana. Para este propósito, se realizó un

experimento en una de las instituciones de educación superior de Ucrania que, de acuerdo

con los resultados obtenidos, nos permite evaluar el éxito de los estudiantes y estudiar las

condiciones para la formación de la competencia de los futuros traductores. Las tareas de

investigación se resuelven utilizando los métodos de descripción, observación, experimento

formativo y estadística. El uso de métodos científicos generales permite determinar cambios

positivos en los grupos experimentales y de control en el proceso de formación de la

competencia traductora durante el estudio del idioma alemán. Se supone que la creación de

condiciones pedagógicas y el uso de recursos de información modernos pueden aumentar

el nivel de habilidades de los futuros traductores. Tendrá un impacto positivo en su empleo

y actividades profesionales exitosas. Para aumentar la profesionalización de los futuros

traductores, planea desarrollar proyectos educativos para formar competencias traductoras.

Para dominarlos mientras estudian alemán, los estudiantes deben concentrarse en adquirir

habilidades prácticas de comunicación y conocimientos técnicos.

Palabras clave: competencia traductora, métodos de enseñanza innovadores, proyecto

educativo, recursos de información.

1. Introduction

Today’s environment makes new demands on translators. Not only knowledge of a

foreign language is valuable, but also the level of proficiency in modern technology. It is

conditioned by the fact that mastering foreign languages and developing translators’

Eduweb, 2022, julio-septiembre, v.16, n.3. ISSN: 1856-7576

276

competence is impossible without using effective software. With their help, it is possible

to organize a more productive learning process and improve translation skills.

The term “competence” is defined by several significant components that combine

(Junining, 2020; PACTE et al, 2018). These include cognitive, metacognitive, practical

abilities, knowledge, belief, and behavioral values (Poland et al. 2003). In turn, the term

“translation competence” is relatively new. It refers to the ability to apply the acquired

knowledge and skills in practice, which means in studies, work activities, or self-

development (Вrøgger, 2017).

According to statistics, more than 16.5 million people worldwide learn German as a

foreign language. It is considered to be the language of economics, science, culture, and

diplomacy. Therefore, it is not unusual that interest in it is increasing. Accordingly, the

demand for specialists with a high level of German language skills, including translators,

is rising. Germany is home to the best research institutes and major companies, whose

developments are essential to the world. To establish partnerships and to take advantage

of these developments, it is necessary to know German. After all, relations with foreign

partners are essential in building a successful business and help to build relationships

with suppliers, partners, and customers. In this case, German is used for communication.

Thus, German opens up new opportunities for communication with foreigners, business

development, and employment in Ukraine and abroad. The importance of German for a

competitive specialist in the labor market confirms the need to create innovative

pedagogical products. Furthermore, their use will help form the necessary foreign

language competencies for students who study German.

2. Aims

The study aims to assess the effectiveness of innovative educational product usage in

forming translation competence among university students.

The main objectives of the study are:

− determination of the main components that form translation competence;

− to create translation competence, determine the effectiveness of using innovative

pedagogical products and new technologies at all stages of learning German at a

higher education institution.

3. Literature Review

The issue of forming foreign language competencies is considered in the works of many

domestic and foreign researchers. To this day, educators are searching for effective

pedagogical technologies to facilitate this process (Ashton, 2014; Fernández-Manjón et

al, 2007). According to some researchers, foreign language competencies in students are

formed by the interaction of professional and humanities disciplines (Jayashree, 2017;

Formation of german linguistic translation competence among university students. - Eduweb, 2022,

julio-septiembre, v.16, n.3. /274-284

Valentyna Gutnyk, Sorina Solomko, Marianna Paustovska, Iryna Trutsunenko, Elvira Horbach

Revista de Tecnología de Información y Comunicación en Educación • Volumen 16, N° 3. Julio-septiembre 2022

277

Zhao, 2018). Particular attention is paid to digital educational resources, social networks,

multimedia, and their combination with traditional educational methods. The role of

students’ independent work in learning a foreign language is also reviewed (Ko et al.,

2013; Senthilkumar & Kannappa, 2017).

Most researchers consider the term "foreign language competence" as a combination of

knowledge acquired in education and skills used in practice (PACTE et al, 2018). A

specialist with such skills uses a foreign language in all life spheres.

Among other issues, which domestic and foreign researchers consider, we can note:

− the use of modern digital technologies, social networks, and multimedia in the

formation of translator competencies (Shi, 2017);

− the performance of students who use innovative methods in learning (Saydalieva,

2019);

− innovative forms of learning for the formation of translation skills and abilities (Salgur,

2013; Puranik, 2020).

Special attention in the researchers’ works is paid to the issue of managing and facilitating

the use of innovative methods for training future translators (Way, 2016; Kim, 2011). Many

of them insist on the necessity of introducing innovative programs in higher education

curricula (Kiki-Papadakis & Chaimala (2016). Moreover, many research papers focus on

promoting such implementation in training by the administration of educational institutions

(Kuzmina et al., 2020). Despite the large number of works devoted to the formation of

translation competencies, the introduction of innovative projects in this process and their

inclusion in educational programs of higher education institutions require a detailed study.

4. Methods

Achieving the study goals was made possible through developing and implementing an

innovative educational project. Various scientific methods allow obtaining the data

needed to implement the project, including testing and questionnaire student surveys.

Qualitative and quantitative methods allow investigating the received information.

Students and teachers of Zaporizhzhia National University were the research participants.

Forty-four undergraduate students from two groups and two foreign language teachers

were selected for the experiment. For four years, the students studied German using a

new model, according to which the emphasis in the learning process was placed on the

formation of translation competencies. In contrast to the experimental group, the control

group was taught using the traditional model, which the universities have used for many

years.

The first results of the experiment were obtained after the first semester of 2020‒2021.

In particular, required for developing skills in translation components were established.

Eduweb, 2022, julio-septiembre, v.16, n.3. ISSN: 1856-7576

278

Also, the features that need improvement were selected. In this case, using various digital

technologies, multimedia, and educational platforms was appropriate. A pedagogical

technology model was developed to develop translation skills. Its use will facilitate the

acquisition of translation skills. A student who possesses them will be able to quickly

master the terminology in the chosen industry and solve any situation requiring the ability

to communicate in German. Increased attention in teaching the students of experimental

group was paid not only to the level of theoretical knowledge but also to improving the

motivation for learning and digital literacy.

The first stage of the experiment was preparatory. It included preparing the curriculum,

teaching materials, consultations with the teachers, and student testing to understand the

students’ translation competence level.

The second stage was determining the components that make up the translation

competence. At this stage, multimedia tools and educational platforms were introduced

into the educational process of the experimental group. The innovative technologies in

German study were combined with traditional teaching. Special attention was paid to the

student’s independent work and non-standard task solutions while studying a foreign

language.

The third stage was final. At this stage, the level of translation competence of the students

in two groups – experimental and control – was determined. The main indicator confirming

their formation was the level of students’ motivation. We also considered other

characteristics of the students, which improved the learning process according to the new

educational model.

Obtained from the experiment data determined the effectiveness of the innovative

teaching model, digital technologies, and translation techniques. Effective teaching

materials have been arranged and uploaded to the websites of the higher education

institution. They are successfully used for teaching students.

During the experiment, students and teachers encountered some difficulties. They noted

the long duration of the investigation, the impossibility of determining the reasons for

changes in the respondents’ opinions, and the impossibility of conducting a deeper study.

5. Results

The project implementation was made possible by the joint work of the experiment

participants, who performed the set tasks at each stage. Before the experiment, the

necessary data (including educational materials) was collected and systematized;

technical and methodological preparations were made; consultations with teachers and

students were also organized.

Before the practical implementation of the program to improve translation competence, a

questionnaire survey was conducted among the students. The purpose of the

Formation of german linguistic translation competence among university students. - Eduweb, 2022,

julio-septiembre, v.16, n.3. /274-284

Valentyna Gutnyk, Sorina Solomko, Marianna Paustovska, Iryna Trutsunenko, Elvira Horbach

Revista de Tecnología de Información y Comunicación en Educación • Volumen 16, N° 3. Julio-septiembre 2022

279

questionnaire was to determine their motivation for the translation activity and their ability

to evaluate and analyze the information received. After that, the practical implementation

of the project in the experimental group started. The training of the students took place in

a mixed format. Traditional learning was combined with distance learning. At the same

time, digital educational platforms and multimedia helped in learning German. In addition,

increased attention was paid to the independent and creative work of the students

participating in the experiment.

Table 1.

Students’ translation competence level at the initial stage

Indicators

Low

Satisfactory

Average

High

Motivation

32 %

35 %

30 %

33 %

30 %

24 %

8 %

Reflexivity

34 %

29 %

37 %

38 %

15 %

18 %

14 %

15 %

Technological effectiveness

15 %

18 %

40 %

39 %

25 %

30 %

20 %

13 %

Practical centrality

45 %

43 %

27 %

26 %

23 %

24 %

5 %

7 %

At the practical implementation stage, the researchers identified the components that

form the translation competence of students. They can include motivation, effectiveness,

theory, and practice.

Figure 1. Students’ translation competence elements.

Eduweb, 2022, julio-septiembre, v.16, n.3. ISSN: 1856-7576

280

Motivation is an essential component of translation competence formation. The higher its

level, the better the student is aware of the importance of studying a foreign language.

The high motivation of a student to learn is a factor in successful realization as a

translator.

The ability to learn a foreign language determines the component of effectiveness. The

future specialist must realize that his professionalism and qualification depend on the

level of foreign language knowledge. Thus, these qualities define the possibility of getting

a high-paying job.

The theory is an obligatory component of translation competence formation, which

includes theoretical knowledge. Applying a foreign language in practice is impossible

without a theoretical approach. Students acquire theoretical knowledge during their

studies at a higher education institution: they learn to translate texts of various complexity,

conduct correspondence, perceive oral speech, and master professional terminology

according to the chosen direction. After getting the theory, students can put what they

learned into practice where self-organization, the ability to work independently,

responsibility, and discipline form the central value.

At the study’s final stage, the experimental group’s students were questioned again.

Table 2.

The final stage of students’ translation competence formation

Indicators

Low

Satisfactory

Average

High

Motivation

35 %

46 %

30 %

45 %

30 %

34 %

8 %

12 %

Reflexivity

34 %

39 %

41 %

50 %

15 %

30 %

14 %

27 %

Technological effectiveness

15 %

18 %

40 %

50 %

28 %

41 %

20 %

24 %

Practical centrality

45 %

43 %

27 %

36 %

23 %

38 %

7 %

17 %

We managed to establish the positive impact of the innovative model of foreign language

learning on the formation of students’ translation competence. It was determined that

compared to the control group of students trained by the traditional program, the

experimental group students had a higher level of translation competence formation. In

addition, the experimental group’s motivation to learn increased by 10 %. In the control

group, this indicator did not exceed 2 %.

6. Discussion

Translation competence is formed within the actual pedagogical process of foreign

language learning. This fact has been found by numerous studies previously carried out

by domestic and foreign scientists. Almost any field of activity requires knowledge of the

native language from the specialist working in it. Foreign language skills are also welcome

or mandatory. For this reason, the study of a native and foreign language is included in

Formation of german linguistic translation competence among university students. - Eduweb, 2022,

julio-septiembre, v.16, n.3. /274-284

Valentyna Gutnyk, Sorina Solomko, Marianna Paustovska, Iryna Trutsunenko, Elvira Horbach

Revista de Tecnología de Información y Comunicación en Educación • Volumen 16, N° 3. Julio-septiembre 2022

281

the training program of specialists in various industries. To make the educational process

in universities more accessible, simple and at the same time effective, various teaching

methods are created, and modern pedagogical technologies are developed (Bergen,

2010).

As a result of the study, it has been established that German linguistic translation

competence is formed as a part of the general professional competencies of future

specialists. Due to the continuous changes in the labor market and higher requirements

for specialists, higher education teachers have to work on improving and enhancing the

educational process. In particular, they should develop and implement innovative

educational projects using various digital technologies. Thus, it is possible to improve the

quality of the educational process, reducing the time for learning a foreign language. An

educational project that can meet the requirements of the modern labor market is

presented in the study.

Using new technologies in translation activities has proven its effectiveness many times.

For this reason, a number of researchers are working on developing a model for their

effective implementation (Arbol, 2018; Bergen, 2010). Many of them insist on the

necessity of using digital technology in students’ work with translations. Texts can be

edited, digitized, and archived using various programs. Text libraries and a glossary have

been created to facilitate students’ work. The use of digital technology requires students

to actively work independently and organize themselves (Puranik, 2020; Vienne, 1996).

It should be noted that using digital technologies is not only beneficial for students. They

increase teachers’ digital and translation competence (Kiraly, 2015; Fernández-Manjón

et al., (2007).

Thus, learning the basics of translation in modern conditions requires students to improve

technical skills, increase their motivation to learn, and the ability to perform tasks

independently. In addition, students and teachers should master new forms of learning

and combine them with traditional ones.

For the study, we used the experience of forming foreign language competence using

digital technology, as described in the work of Stavytska (2017). It is about the

development and implementation in the educational process of an innovative model of

foreign language learning. It was created considering the students’ level of motivation and

focused on the practical application of the acquired skills (Stavytska, 2017). Its application

showed positive results, which increased students’ motivation to learn foreign languages

by 15 %. According to the results of our study, this indicator increased by 10 %.

Despite the achieved results of the study, the effectiveness of foreign language teaching

in many domestic institutions of higher education is insufficient. This issue requires further

consideration. The topic of optimizing special translation and the role of digital technology

in this process remains open.

Eduweb, 2022, julio-septiembre, v.16, n.3. ISSN: 1856-7576

282

7. Conclusion

According to the new educational model, experimenting at Zaporizhzhia National

University made it possible to evaluate the success of students learning a foreign

language (German). During the results evaluation of the experiment, the criteria of

technological, practical, and reflexive activity were taken as the basis.

As a result of the experiment, an increase in the level of students’ motivation for

translation activity was established. It was facilitated by a set of organizational and

educational activities to form translation competencies.

The educational materials that showed their effectiveness in teaching the students were

systematized and placed on the university websites. In the future, they will be included in

the educational program of the University.

The result of the experimental group was compared to the control groups, which helps to

determine the formation level of translation competence. The positive attitude towards the

activities of an interpreter in the control group increased only by 2 %. However, in the

experimental group that used a new teaching model, the index increased up to 10 %.

The study results confirm the effectiveness of modern technologies, multimedia tools, and

educational platforms in foreign language teaching. The modern approach to future

translators’ education makes it possible to train qualified, and professional specialists

demanded in the labor market. Furthermore, the effectiveness of integrated learning

projects used to teach students. Further development and implementation of them in the

educational programs of higher educational institutions are planned.

8. Bibliographic references

Arbol del, E. V. (2018). Innovative Teaching Methods in Specialized Translation. Modern

Journal of Language Teaching Methods, 8(12), 426‒436. Retrieved from:

10.26655/mjltm.2018.12.1

Ashton, K. (2014). Reflections on international comparative education survey

methodology: a case study of the European Survey on Language Competences. A

Journal of Comparative and International Education, 3, 414‒434. Retrieved from:

https://doi.org/10.1080/03057925.2014.963512

Bergen, D. (2010). Translation strategies and the students of translation. Jorma

Tommola, 1, 109‒125. Retrieved from:

http://www.hum.utu.fi/oppiaineet/englantilailentilologia/exambergen.pdf

Вrøgger, M. (2017). When Translation Competence is not Enough: A Focus Group Study

of Medical Translators. Meta, 62(2), 396‒414. Retrieved from:

https://doi.org/10.7202/1041030ar

Fernández-Manjón, B., Sánchez-Pérez, J.-M., & Gómez-Pulido, J.-A. (2007). Computers

and education: E-learning, from theory to practice. New York: Springer, 241 p.

Formation of german linguistic translation competence among university students. - Eduweb, 2022,

julio-septiembre, v.16, n.3. /274-284

Valentyna Gutnyk, Sorina Solomko, Marianna Paustovska, Iryna Trutsunenko, Elvira Horbach

Revista de Tecnología de Información y Comunicación en Educación • Volumen 16, N° 3. Julio-septiembre 2022

283

Jayashree, R. (2017). A Study on Innovative Teaching Learning Methods for

Undergraduate Students. International Journal of Humanities and Social Science

Invention, 6 (11), 32‒34. Retrieved from:

http://www.ijhssi.org/papers/v6(11)/Version-2/E0611023234.pdf

Junining, E., Mahendra, V. A., & Kusuma, L. (2020). Translation strategies for translating

a news article. LiNGUA Jurnal Ilmu Bahasa dan Sastra, 15(1), 79‒90. Retrieved

from: https://doi.org/10.18860/ling.v15i1.9562

Kim, E.Y. (2011). Using translation exercises in the communicative EFL writing

classroom. ELT Journal, 65(2), 154–160.

Kiki-Papadakis, K., & Chaimala, F. (2016). The Embedment of Responsible Research

and Innovation Aspects in European Science Curricula. Romanian Magazine for

Multidimensional Education [Revista Romaneasca pentru Educatie

Multidimensionala], 8(2), 71‒87. Retrieved from:

https://doi.org/10.18662/rrem/2016.0802.06

Kiraly, D. (2015). Occasioning Translator Competence: Moving beyond Social

Constructivism toward a Postmodern Alternative to Instructionism. Translation and

Interpreting Studies, 10(1), 8‒32. Retrieved from:

https://doi.org/10.1075/tis.10.1.02kir

Ko, J., Sammons, P., & Bakkum, L. (2013). Effective Teaching: a review of research and

evidence. CfBT Education Trust. Oxford University Department of Education.

Retrieved from: http://cdn.cfbt.com/~/media/cfbtcorporate/files/research/2013/reffe

ctive-teaching-2013.pdf

Kuzmina, M., Protas, O., Fartushok, T., Raievska, Y., & Ivanova, I. (2020). Formation of

Students’ Competence of Tertiary Educational Institutions by Practical Training

Aids. International Journal of Higher Education, 9(7), 279‒288. Retrieved from:

https://doi.org/10.5430/ijhe.v9n7p279

PACTE., Hurtado Albir, A., Galán-Mañas, A., Kuznik, A., Olalla-Soler, C.,

Rodríguez-Inés, P., & Romero, L. (2018). Competence Levels in Translation:

Working towards a European Network. The Interpreter and Translator Trainer,

12(2), 111‒131. Retrieved from: https://doi.org/10.1080/1750399X.2018.1466093

Poland, R., Baggott La Velle, L., & Nichol, J. (2003). The Virtual Field Station (VFS): using

a virtual reality environment for ecological fieldwork in A-Level biological studies—

case study 3. British Journal of Educational Technology, 34(2), 215–231.

Puranik, S. (2020). Innovative teaching methods in higher education. BSSS Journal of

Education, 9(1), 67‒75.

Salgur, S. A. (2013). The importance of the teacher in intercultural education.

International Journal of Global Education, 2(1), 1‒5. Retrieved from:

http://ijge.net/index.php/ijge/article/view/41

Saydalieva, N. (2019). Еuropean Formation of Students’ translation competencies in

Teaching Chinese. Journal of Research and Reflection in Educational Sciences,

7(12), 925‒929. Retrieved from: http://www.idpublications.org/wp-

content/uploads/2019/11/Full-Paper-FORMATION-OF-STUDENTS-

TRANSLATION-COMPETENCIES-IN-TEACHING-CHINESE.pdf

Eduweb, 2022, julio-septiembre, v.16, n.3. ISSN: 1856-7576

284

Senthilkumar, V., & Kannappa, R. (2017). Impact of Innovative Teaching and Learning

Methodologies for Higher Educational Institutions with reference to Trichirappalli

District. Journal of Business and Management (IOSR-JBM), 19(7), 88‒92. Retrieved

from: https://doi.org/10.9790/487X-1907028892

Shi, X. (2017). Application of multimedia technology in vocabulary learning for

engineering students. International Journal of Emerging Technologies in Learning,

1, 21‒31. Retrieved from: https://doi.org/10.3991/ijet.v12i01.6153

Stavytska, I. (2017). The Formation of Foreign Language Competence of Engineering

Students by means of multimedia. Advanced Education, 7, 123‒128. Retrieved

from: https://doi.org/10.20535/2410-8286.95301

Vienne, J. (1996). Toward a pedagogy of ‘translation in situation’. Studies in Translation

Theory and Practice, 2(1), 51‒59. Retrieved from:

https://doi.org/10.1080/0907676X.1994.9961222

Way, C. (2016). The Challenges and Opportunities of Legal Translation and Translator

Training in the 21st Century. International Journal of Communication, 10,

1009‒1029.

Zhao, C. (2018). Translation in Light of Bilingual Mental Lexicon. A Psycolinguistic

Approach. IJALEL, 7(3), 165‒169. Retrieved from:

https://doi.org/10.7575/aiac.ijalel.v.7n.3p.165

Formation of german linguistic translation competence among university students. - Eduweb, 2022,

julio-septiembre, v.16, n.3. /274-284

Valentyna Gutnyk, Sorina Solomko, Marianna Paustovska, Iryna Trutsunenko, Elvira Horbach