The transfer competence consists
of the knowledge, the skills and
the attitude needed to translate
texts into the main language at
a required level. It comprises the
ability to recognize problems of
textual understanding and text
production and the ability to solve
these problems in an appropriate
way, and to account for the final
result.
can understand literary source texts in a detailed way
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identification of translation problems
can identify translation problems
can identify literary translation problems
can solve literary translation problems in several ways
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familiarity with translation strategies
knows several translation strategies
can see the implications of translation strategies
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application of translation strategies
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can apply translation strategies appropriately
can apply strategies in a purposeful way
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production of target texts
can produce a target text
can produce a literary target text
can produce literary target texts that meet publication standards
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justification of translations
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can justify individual choices and decisions
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can justify her/his translations as a whole
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translation approach
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can distinguish between different translation approaches
can outline her/his own translation approach
can adopt a translation approach
can reflect on her/his own approach in a preface or a commentary to a translation
literary creativity
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develops ability to find solutions and make choices beyond learned procedures and methods
can find solutions and make choices beyond learned procedures and methods
optimal creative ability
2. Language Competence
Language competence refers to the grammatical, stylistic and pragmatic mastering of the source language and the target language especially in the domains of reading and writing.
‘Can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. Can understand contemporary literary prose.’
‘Can understand long and complex factual and literary texts, appreciating distinctions of style. Can understand specialised articles and longer technical instructions, even when they do not relate to her/his field.’
‘Can understand long and complex factual and literary texts, appreciating distinctions of style. Can understand specialised articles and longer technical instructions, even when they do not relate to one’s field. Can express oneself in clear, well-structured text, expressing points of view at some length. Can write about complex subjects in a letter, an essay or a report, underlining what she/he considers to be the salient issues. Can select style appropriate to the reader in mind.’
‘Can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works. Can write clear, smoothly flowing text in an appropriate style. Can write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and remember significant points. Can write summaries and reviews of professional or literary works.’
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literary language
can recognize (features of) literary language
can apply literary styles
can adopt an appropriate literary style
can master several types of literary style appropiately
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language variation
can recognize language varieties
can apply language varieties
can adopt an appropriate language variety
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3. Textual competence
Textual competence consists of
the knowledge of literary genres
and styles and the ability to apply
this knowledge in the analysis of
source texts and the production of
target texts.
ability to analyze texts
can analyze source texts
can analyze literary source texts
can make translation-relevant analyses of literary texts
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familiarity with literary genres
knows genre tradition of the target literature
knows genre tradition of the source literature
can handle specific genres and text types
specializes in at least one specific genre
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familiarity with the stylistic features of a source text
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can recognize stylistic features of source texts
can evaluate different stylistic features
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application of literary techniques
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can respond to specific challenges creatively
can apply literary techniques
can apply complex literary techniques
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production of target texts with stylistic features
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can produce a target text in a certain style
can find solutions and make choices creatively
can produce target texts in different styles
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editorial skills
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can revise own texts
can revise texts up to publication standards
can edit texts up to publication standards
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4. Heuristic competence
Heuristic competence covers the
ability to gather in an efficient
way the linguistic and thematic
knowledge needed for translation,
the ability to develop strategies
for an efficient use of (digital)
information sources, the ability
to apply textual criticism and to
differentiate between text editions.
ability to search for reference material
can find reference material
can find specific reference material
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ability to search the internet
knows digital tools
can use digital tools
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ability to use reference material
can apply digital search strategies
can apply digital search strategies relevant for translation
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ability to document source texts
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can use reference material
can use reference material in a way relevant for translation
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ability to differentiate between text editions
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can distinguish text editions
can use text editions in a translation-relevant way
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application of critical apparatus
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can use critical apparatus
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5. Literary-cultural competence
Literary-cultural competence is the
ability to apply knowledge about
the source and target literature
and culture while making a literary
translation; it also includes the
ability to handle cultural differences
and the ability to distinguish
between literary movements and
schools, periods and styles.
situation of source text
can situate a source text within source culture
has a general knowledge about literary tradition in source culture
knows literary tradition of the source culture well
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situation of target text
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develops ability to situate a target text within the literary system of the target culture
can situate her/his own translation in the target culture
knows literary translation tradition in the target culture
contributes to the literary translation tradition in target culture
understanding of culture-specific elements
can recognize culture-specific elements
can recognize culture-specific elements in a way relevant for translation
can effectively deal with culture-specific elements
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intercultural skills
can recognize differences between source culture and target culture
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can effectively deal with differences between source culture and target culture
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intertextual skills
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can recognize intertextual references
can effectively deal with intertextual references
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6. Professional competence
Professional competence is the
ability to gather knowledge about
the working field and to show the
appropriate attitude expected by
the working field.
The translator knows of the existence of a translators’ association in his/her country and attends translators’ local / regional meetings & conventions.
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familiarity with publishers
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has broad familiarity with the publishing landscape
The translator registers with his/her local tax office. S/he writes reminders and final warnings. S/he does her/his own accounting and budget planning and declares taxes.
The translator pays social security contributions.
The translator doesn’t change the contents of the works s/he translates. S/he doesn’t translate authors who have previously been translated by colleagues without conferring with these colleagues first. S/he doesn’t undercut currently accepted conditions of fees and royalties in her/his translation contracts. S/he doesn’t translate texts that propagate violations of human rights.
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familiarity with current translation approaches
knows literary criticism in the source culture
knows models and traditions of translation criticism of the target culture
can keep up with the translation debate
takes part in the translation debate
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networking skills
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can initiate networking activities
can establish a network and use the benefits of it
The translator knows and meets the deadlines of her/his translation contracts. S/he is familiar with formats like standard pages. S/he can produce sample translations for publishers.
The translator can estimate the research a given translation project requires. S/he self-edits translations to publishable shape. If necessary s/he annotates his/her translations.
There are numerous forms of assessment, developed in accordance to their function. Numerous juries of prices have designed forms, publishers and literary foundations use criteria in order to give translators assignments or grants. In translation studies, a lot of models have been developed (cf. the entry ‘Translation Criticism’ by Outi Paloposki in the Handbook of Translation Studies, volume 3 (Ed. Yves Gambier and Luc van Doorslaer, John Benjamins 2012, pp. 184–190). An inspiring study might be Lance Hewsons An Approach to Translation Criticism: Emma and Madame Bovary in Translation. Amsterdam/Philadelphia: John Benjamins 2011.
can select appropiate types of assessment
can apply appropiate types of assessment
comparison of translations
can recognize differences between translations
can interpret differences between translations of the same text
can evaluate differences between translations
can practice translation criticism
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assessment of translators' proficiency
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develops ability to assess translators' proficiency
Over the last decades the number of courses, workshops etc. in the field of literary translation in various countries of Europe has increased. The same holds true for more individually-oriented training models such as mentorships, most of which are given by experienced literary translators willing and capable to pass on their expertise to beginning, young translators.
The PETRA-E Framework itself conceives of translation competence as a total of the 8 subcompetences here presented. For key publications and the history of the notion ‘translation competence’ see the entry ‘Competence’ by Amparo Hurtado Albir in the Handbook of Translation Studies, volume 1 (Ed. Yves Gambier and Luc van Doorslaer, John Benjamins 2010, pp. 55-59).
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makes an optimal assessment of his/her own level of competence
8. Research competence
Research competence is the ability
to conduct methodical research
in order to inform translation
practice.
research methodologies
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can apply research methodologies
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familiarity with translation techniques
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can distinguish and name existing translation techniques
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famiarity with translation theories
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knows several theories of translation
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academic skills
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can analyze translations on an academic level
begins to make original contributions to the disciplinary debate
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familiarity with schools of thought in translation studies
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knows schools of thought in translation studies
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makes complex contributions to the literary debate
makes innovative contributions to the disciplinary debate