Building a translation competence model

Abstract

This chapter presents the translation competence model that is being worked on by the PACTE group and that is the basis for designing the hypotheses of an empirical-experimental study of translation competence. This research is the first stage in a larger project to investigate the process of translation competence acquisition. The first part of the chapter describes our theoretical framework and the first models that we designed in 1998. This is followed by a brief presentation of the design of the research project. The last part of the chapter deals with the modification we have introduced in our 1998 translation competence model as a result of the first exploratory studies.

Problem Awareness as One of the Characteristics of the Translator’s Lingua-Cultural Knowledge

“…Por un lado, de la noción de CT se consideraron los componentes de la competencia lingüística según el modelo holístico del grupo PACTE (2003): conocimientos sobre pragmática, sociolingüística, textuales, gramaticales y léxicos. Por otro lado, el IFE se entendió como una enseñanza del inglés, principalmente para adultos con cierto nivel, en la que el objetivo es aprender inglés para utilizarlo en un ámbito concreto y donde el inglés se ve como el medio para conseguir el fin, pero no como el fin en sí mismo.…”

“…These competences overlap as they operate and can be described as follows (Hurtado, 1999;PACTE, 2003 • Linguistic competence (procedural knowledge): it comprises knowledge and abilities in both languages regarding pragmatic, sociolinguistic, textual, grammatical, and lexical components. As for the pragmatic component, pragmatic conventions in a given context need to be learnt in order to express and comprehend speech acts adequately, and to recognise real language use.…”

“…Section one is the present introduction, where the rationale behind the study, the reasons for choosing the topic, and the objectives and hypotheses are presented. Section two deals with the theoretical background of this study, that is, an overview of ESP, focusing on its main traits and fundamentals regarding its methodology; the notion of TC and its subcompetences as described by recent studies (see PACTE, 2003); and a section which concentrates on the linguistic competence, as it is the focus of this study. Section three provides a detailed description of the materials used in this study, and the processes that have been carried out to collect and analyse the data.…”

Compétence en traduction et formation par compétences

“…La première version de notre modèle holistique de CT a été présentée en 1998 (PACTE, 1998(PACTE, , 2000. En 2000, à la suite d'une étude exploratoire, nous avons révisé ce modèle (PACTE, 2003). D'après ce modèle, la CT est le système sous-jacent de connaissances déclaratives et essentiellement opérationnelles, nécessaires pour traduire.…”

Epistemological Approaches to Legal Translation Education: A Situated Account

“…Among those who have contributed to the competence debate one may find the following scholars -Wilss (1976), Delisle (1980), Lowe (1987), Bell (1991), Pym (1991, Vienne (1994), Dollerup and Lindegaard (1994), Gile (1995), Kiraly (1995Kiraly ( , 2000Kiraly ( , 2005Kiraly ( , 2009Kiraly ( , 2012Kiraly ( , 2013Kiraly ( , 2016, Dollerup and Appel (1996), Klaudy (1996), Nord (1996), Beeby (1996), Hurtado Albir (1996, Hansen (1997Hansen ( , 2006, Hatim and Mason (1997), Campbell (1998), Risku (1998), Zabalbeascoa (1999, Schäffner and Adab (2000), Neubert (2000), Orozco and Hurtado Albir (2002), PACTE (2001PACTE ( , 2003PACTE ( , 2005, Kelly (2002Kelly ( , 2005Kelly ( , 2008, and Go pferich (2008,2009,2013). Note that the list above is not intended to be comprehensive.…”