Abstract
The paper addresses the existing models of translation competence that are relevant for didactics of legal translation. Translation competence is generally perceived as a theoretical construct embracing such areas as knowledge, skills and aptitudes that are vital for the performance of translation tasks. The paper shall start from concise presentation of most didactically relevant – in the author’s view – approaches to translation competence. This shall be followed by attempts aimed at the incorporation and integration of findings of competence research presented as well as practical solutions into the teaching and learning process with a view to legal translation competence.
Highlights
The development of translation skills and competence in students requires the integration of a variety of mechanisms in the didactic process
From the point of view of translation teaching, translation competence is viewed as a theoretical construct that embraces such areas as knowledge, skills and aptitudes that are, as Kelly (2005: 162) underlines, essential for the realisation of translation tasks
The most difficult problem in discussing translation competence and its development is the number of definitions that have been generated by scholars and researchers so far
Summary
The development of translation skills and competence in students requires the integration of a variety of mechanisms in the didactic process. A legal translator should know how lawyers interpret the law, and the relevant domain-specific knowledge would undoubtedly enhance the overall translation performance viewed as generating good-quality competent translation.
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