The Development of Competency Indicators for Chinese-French Written Translation

Abstract

China is committed to enhancing its capacity for international communication, in which the cultivation of talents for translation from Chinese into foreign languages is particularly crucial. Within this context, the training of Chinese French written translation talents constitutes an important component. However, specialized evaluation standards for Chinese-French written translation talents are lacking, and the construction of a graded competency framework for Chinese-French written translation remains a relatively underexplored area in current domestic research in China. There is a notable absence of systematic integration of indicators and rigorous quantitative analysis of their weighting. Therefore, based on the PACTE (Process in the Acquisition of Translation Competence and Evaluation) theoretical model of translation competence, this study employs literature analysis, a two-round Modified Delphi Method, and the Analytic Hierarchy Process (AHP) to systematically construct a Chinese-French written translation competency framework comprising 8 first-level indicators and 34 second-level indicators. According to the priority of indicator weights, the first-level indicators are ranked as follows: Chinese-French bilingual language knowledge competency, Chinese-French bilingual comprehension competency, Chinese-French bilingual writing and written expression competency, Chinese-French cross-cultural knowledge competency, Chinese-French written translation strategy competency, Chinese-French written translation professional competency, Chinese-French written translation technological tool competency, and Chinese-French written translation psycho-physiological competency. The findings of this study will provide fundamental reference and a scientific basis for Chinese-French written translation in areas such as educational and pedagogical research, optimization of evaluation standards, and talent development pathways.