Özet:

One of the aims of academic translation education is to enable students to gain translation competence. Translation competence indicates that the translator specializes and acts consciously in the process from understanding the text to producing the target text. Therefore, it requires a number of sub-competences. This study defines all of the sub-competences forming the translation competences, i.e. language competence, text competence, cultural competence, research competence, subject and expertise competence and finally technology competence. Also, in order to make the technology competence (which is the focal point of the study), more understandable, this study examines studies on technology education in Turkish literature and translation competence models in foreign sources. After determining the borders of technology competence, courses including technology in the curriculum and the course content of the Translation Studies and Translation and Interpretation Departments of Turkey's 13 state universities are examined. In this way, an attempt has been made to open to discussion the concept of technology competence (which is not commonly mentioned as a sub-competence in the source), to offer suggestions for students to gain or develop technology competence in academic translation education at the undergraduate level, and to associate technology competence with translation competence.

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