2st Lecture Gist

(done by Maria Popova 1 year magistrate of “Literary translation”)

THE TRANSLATOR’S COMPETENCE as an Approximate Model of a GTT

Competence refers to the capability to meet complex demands through the
mobilization of various components such as knowledge, skills, social behavior, and
attitudes. Competence is seen as crucial in professional duties and educational
program designs. It strictly linked with other major objects of general translation
theory (translation process, translation product etc.). The Translation User Major
types of knowledge required for translation are: linguistic, cultural, domain-specific,
and transfer competence. Different labels associated with translator competence are
introduced (translation performance, translation skill, transfer competence etc.). A
translation competence is considered wider than a translator’s competence and has a
multifaceted nature, including for instance translation education and professional
standards. The text underscores the need for a holistic understanding of translation
competence and its application in the field of translation.
The Translator's Competence in shaping the General Translation Theory
(GTT), and plays significant role in its comprehensive coverage of the necessary
aspects of a translation event. It highlights the diverse activities and skills involved in
translation, with underlying common elements found across different theoretical
approaches in Translation Studies. The complexity of translation involves intricate
cognitive processes such as speech, thinking, problem-solving, memory, and
comprehension. The translator is viewed as an active expert who interprets, processes
information, and generates meaning in another language. Understanding the
translator's competence implies understanding the alignment between the perspectives
of general translation theory and the text-oriented and process-oriented approaches.
The various aspects of the competence presumed by the Translational Action
Theory and Hermeneutics in the context of translation were discussed. Its key
elements are: cultural and linguistic competence, cooperation, communication
competence, action, and text competence. Also holistic comprehension, self-criticism,
and the reflection of the phenomenological impact of linguistic signs are important for
translators. There is also a need for a continuous information network, lifelong
learning, and interest in new subjects for translators. The Skopos Theory underscores
the role of translators as intercultural communication experts, highlighting their
responsibility in ensuring accurate and culturally appropriate translations.
Understanding the text and the translation task is emphasized as essential for the
successful execution of a translation.
The components of a translator's competence include various critical areas such
as bilingual communication, subject expertise, psycho-physiological proficiency,
ethical awareness, textual comprehension, transfer aptitude, intercultural competency,
production proficiency, sociolinguistic skills, information mining capabilities,
technological mastery, interpersonal skills, and strategic know-how. These
competencies encompass linguistic and cultural knowledge, adaptability, and the
ability to create functional and context-appropriate translations.
Mutual competencies of translator’s and interpreter’s competences at GTT
include: linguistic competence in SL and TL, transfer competence, cultural
competence, ethical viability, strategic competence, extra linguistic competence in
specialized areas.