Chapter 2. PACTE Translation Competence model

GROUP, PACTE

doi:10.1075/btl.127.02pac

Cited by 25 publications

(9 citation statements)

References 91 publications

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“…Pym (2004) proposed three research modes of translation competence: competence as a summation of linguistic competencies, competence as multi-componential and a minimalist definition of competence. A more representative model was proposed by PACTE Group (2003Group ( , 2005 who considered translation knowledge as expert knowledge and argued that translation competence was ''underlying system of knowledge needed to translate'' (PACTE Group, 2003, p. 57). It is believed that translation knowledge involves declarative knowledge (knowing what) and procedural knowledge (knowing how).…”

Section: Translation Competencementioning

confidence: 99%

“…This multi-componential expert knowledge cannot be grasped naturally by all bilingual translators, and therefore requires intentional learning (PACTE Group, 2003. Previous studies on the acquisition and assessment of translation competence have achieved rewarding results (e.g., Biel, 2011;Pym, 2004).…”

Section: Introductionmentioning

confidence: 99%

“…Translation competence has been discussed actively in academia over the past 30 years, and its scope has been greatly expanded (e.g., Kiraly, 2000;Latorraca & Aiello, 2021;PACTE Group, 2000;Pym, 2004). To date, the definition given by the Process in the Acquisition of Translation Competence and Evaluation (PACTE) group is the best established.…”

Section: Introductionmentioning

confidence: 99%

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Investigating Blended Learning Mode in Translation Competence Development

Peng,

Hu,

2023

Sage Open

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There has long been a consensus that translation competence is a multi-componential construct, encompassing linguistic, strategic, and extra-linguistic competence. In this digitalized age, when translators are required to work with complex discourses (e.g., multimodal discourses), the cultivation of translation competence also calls for new insights apart from the traditional face-to-face teaching method. To that end, this study applies the blended learning mode to a translation course so as to enhance students’ translation competence. The application of this blended learning mode is detailed in this article. A quasi-experiment is also carried out to assess the influence of this blended course on the development of participants’ translation competence. Participants’ perceptions of this blended learning mode are also examined. Our results suggest that this blended course improves participants’ translation competence, including their knowledge competence, technological competence, and professional competence. On the whole, participants are satisfied with this learning mode, particularly in terms of the appropriateness, sustainability, and multimodality of the blended course.

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Section: Translation Competencementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Investigating Blended Learning Mode in Translation Competence Development

Peng,

Hu,

2023

Sage Open

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“…Pym (2003) and Malmkjaer (2009) put forward opposing models with minimal definitions of translation competence which were limited to two or three capabilities. Both of these and some of their multicomponent counterparts (e.g., Risku 1998;PACTE Group 2011) emphasise the process-like character of competence -the "doing" and "experiencing" -and demonstrate strong similarities to the performance-based approach used in cognitive-psychological expertise research.…”

Section: What Makes a Good Translator? Translation Expertise In The Labmentioning

confidence: 99%

Contextualising translation expertise

Schlager,

Risku

2023

TCB

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Translation expertise has been discussed intensely in (cognitive) translation studies. Most research has been conducted in laboratory settings, attempting to discern the differences between experienced translators (‘experts’) and lesser experienced translators. This has resulted in valuable, yet limited insights. We argue for the need to complement the picture with a broader perspective on translation expertise and to further investigate it in its authentic dynamic contexts, be they workplaces or other fields of practice. This implies seeing expertise as situated and performative, emerging from the interaction of social actors with their social and material environments. Emphasis is placed on the social, discursive construction of expertise and on the emic perspectives of the community being studied.

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“…on the translator's language progress. The first and third requirements pertain to the translator's language competence, which is defined as the necessary knowledge and skills for effective linguistic communication in two languages (PACTE Group et al, 2000). This highlights the importance of the translator's linguistic competence in decoding and encoding words or phrases from the source language to the target language.…”

Section: H Abdimentioning

confidence: 99%

Providing General Criteria for Translator Recruitment Through a Full Investigation of the Requisites Iranian Translation Offices Apply

Abdi

2022

SSRN Journal

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Chapter 2. PACTE Translation Competence model

Cited by 25 publications

References 91 publications

Investigating Blended Learning Mode in Translation Competence Development

Investigating Blended Learning Mode in Translation Competence Development

Contextualising translation expertise

Providing General Criteria for Translator Recruitment Through a Full Investigation of the Requisites Iranian Translation Offices Apply

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