ABSTRACT
Translation competence has been the object of both theoretical reflections and empirical investigations. Since the turn of the century, several research projects have been launched that focus especially on the measurement and development of translation competence, among them projects by the PACTE group, the Capturing Translation Processes project and the TransComp project. Translation competence is a multicomponential concept. Following PACTE, translation competence can be defined as the “system of knowledge, abilities and attitudes required to be able to translate – a system of competencies that interact, are hierarchical, and subject to variation”. Translation competence development models are still relatively vague. The TransComp study found that certain translation subcompetencies, such as reception competence as part of communicative competence, developed in student translators within the three-year period of investigation, whereas other subcompetencies, such as strategic problem-solving, seemed to stagnate for a longer period of time.
