Abstract
Abstract This paper is concerned with the concept of translation competence as seen from the perspective of translational hermeneutics. The first part of the article provides a short survey of how translation competence and its develop- ment has been described so far, with a particular focus on the legal translator’s skills and abilities. The second part of the paper briefly presents the notion of translational hermeneutics together with its main concepts. The aim of this part of the article is also to show similarities between the translation phenomenon and hermeneutical studies. Finally, building on Stolze’s (2011) hermeneutical model of translation, the last part of the paper presents the main features of a hermeneutical model of legal translation competence.
Highlights
Translation competence – state of the art Translation competence has gained increased interest in Translation Studies since the 1990s
One of the first definitions of translation competence is given by Bell (1991:40–41) who proposes both a translator expert system consisting of various types of knowledge and procedures necessary for translational process and a model of communicative competence consisting of four sub-competencies: grammatical, sociolinguistic, discourse, and strategic
To the best of my knowledge, apart from the PACTE and TransComp empirical models of translation competence development, Campbell’s model (1991), and Alves’ and Goncalves work (2007), generally speaking, there is a lack of empirical research on translation competence and its acquisition
Summary
In the light of this article, it is worth mentioning Bukowski (2012:131– 136) who describes a translator’s hermeneutical competences: responsibility for one’s own interpretation of the message being translated, knowledge of cultural and historical context, knowledge of literature of a given nation, detailed and general erudition, and the ability to converse with a given text. According to the PACTE research group (2003:58– 59), translation competence can be divided into five sub-competencies They are as follows: bilingual sub-competence which is mainly procedural knowledge, extra-linguistic sub-competence which is mainly declarative knowledge (both implicit and explicit), knowledge about translation sub-competence which is mainly declarative knowledge (both implicit and explicit), instrumental sub-competence which is mainly procedural knowledge, strategic sub-competence which is predominantly procedural knowledge, and psychophysiological components which can be described as “different types of cognitive and attitudinal components and psycho-motor mechanisms (memory, perception, attention, emotion, intellectual curiosity, perseverance, rigour, critical spirit, knowledge of and confidence in one’s own skills and abilities, motivation, creativity, logical reasoning, etc.).
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