Conceptualizing translation competence

Abstract

The aim of the present article is to give an overview of the most important approaches to translation competence. As the term ‘competence’ is used in a somewhat arbitrary way in translation studies, psychological approaches to competence are reviewed first. Then some influential translation competence models are presented and analyzed. Translation competence models are classified into three categories based on Pym (2003). The outlined translation competence models are also related to the psychological concepts of competence described at the beginning of the study. Finally, recurrent issues related to translation competence are identified and discussed briefly. These issues involve the relationship between language competence and translation competence; the existence of a separate transfer component of competence, the status of natural translation and the differences between L1→L2 and L2→L1 translation. It is concluded that none of the models of translation competence is inherently better than the others. It is always the purpose of a given piece of research or project that should determine the type of competence model to be adopted.

Emt Framework Propagating Beyond Its Borders: The Congruence With Non-European Professional Translators’ Needs

“…As mentioned in the results section, "language competence" obtained the highest rank among other competences, which means that it should be underscored in translator training programs. Language competence has also been used for defining translation competence (Lesznyák, 2007). The obtained results verified the Chodkiewicz (2012) study results, which has also listed "language competence as the highest rank among all other competences."…”

An Investigation of Lecturers’ Teaching through English Medium of Instruction—A Case of Higher Education in China

“…By arguing for this, our presupposition of EMI teaching is twofold. Firstly, as EMI teaching is carried out by lecturers through their secondary language (L2; in this case, English) to a student audience learning both a subject and a second language , the process is a more complicated matter than direct L1 to L2 translation [17]. In this respect it is important that lecturers' L1 and L2 relationship is scrutinized when investigating the features of their language use [18].…”

Una instantánea movida de la investigación en procesos de traducción

“…PACTE (2000) offered the most popular definition of competence, described as "the underlying system of knowledge and skills needed to be able to translate." Lesznyák (2007) reviews and classifies nine popular competence models and states that none of them is inherently better, and that choosing one or another depends on the aims of the researcher or trainer. Just to further complicate things, scholars may, intentionally or inadvertently, use the term to refer to different understandings of competence.…”