Author(s)

QiLin Li

Affiliation(s)

The University of Melbourne, Parkville 3010, Victoria, Australia.

Corresponding Author

QiLin Li

ABSTRACT

While the PACTE model identifies translation competence components and the Dreyfus model describes general skill acquisition stages, neither adequately explains the cognitive mechanisms underlying stage transitions in translation learning. This paper addresses this gap by proposing an integrated theoretical framework that synthesizes cognitive psychology theories with translation-specific empirical findings. Drawing upon the Dreyfus Model of Skill Acquisition and Anderson’s ACT-R Theory, the study analyzes translation competence development across three stages—novice, intermediate, and advanced—from four dimensions: bilingual operation, strategy use, metacognitive monitoring, and translation output. Crucially, this paper explicates the cognitive mechanisms driving stage transitions: from declarative-to-procedural knowledge conversion that enables automatization to working memory load reduction that facilitates strategic allocation to improved metacognitive calibration accuracy. Based on empirical evidence from process-oriented translation studies (n = 35 novices, 28 intermediates, 24 professionals), this analysis reveals that novice translators exhibit 47% higher pause frequencies (M = 8.2 vs. 5.6 per 100 words) and 2.3 times longer dictionary consultation durations than professionals. The paper proposes a stage-adaptive pedagogical framework featuring differentiated scaffolding-withdrawal strategies aligned with cognitive developmental trajectories. This framework advances beyond existing models by providing mechanism-based pedagogical prescriptions rather than purely descriptive stage characteristics.

KEYWORDS

Translation competence; Phased development; Cognitive mechanisms; Skill acquisition; Stage-adaptive pedagogy

CITE THIS PAPER

QiLin Li. The phase-based development of translation competence and its pedagogical implications. Social Science and Management. 2026, 3(1): 26-32. DOI: https://doi.org/10.61784/ssm3077.

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