PACTE Translation Competence model

A holistic, dynamic model of Translation Competence

PACTE GROUP
Allison Beeby, Olivia Fox, Amparo Hurtado Albir, Anna Kuznik, Wilhelm
Neunzig, Patricia Rodríguez-Inés, Lupe Romero, Stefanie Wimmer (in
alphabetic order). Principal Researcher: Amparo Hurtado Albir
2.1 The PACTE Translation Competence model: Its evolution and starting point
PACTE’s holistic, dynamic TC model has evolved over time. First presented in 1998
(PACTE 1998, 2000, 2001),1 it was subsequently revised and refined as a result of
exploratory studies carried out in 2001 (PACTE 2002a, 2002b, 2003).
A holistic model of TC was developed 1998 together with a dynamic model of the TC
acquisition (PACTE 1998, 2000, 2001; Beeby 2000; Hurtado Albir 1999, 2001:375-408)
with the aim of validating both empirically.
Notions of competence and process analysis derived from other disciplines such as
Pedagogy, Psychology and Language Teaching; models of TC and TC acquisition
available at the time in the field of Translation Studies; and the results of other
empirical research into written translation (see 1.2.2.1) provided the building blocks
used to construct these models.
When developing the TC model, account was taken of the propositions concerning the
workings of TC put forward by authors such as Willis (1976), Lowe (1987), Bell (1991),
Hewson and Martin (1991), Nord (1992), Pym (1992), Presas (1996), Hurtado Albir
(1996a, 1996b), Beeby (1996), Hansen (1997), Hatim and Madon (1997), etc. (see
1.2.2.1)
1. The model was first presented in a poster presentation titled “La competencia
traductora y su aprendizaje” , in the IV Congés Internacional sobre Traducció,
Universitat Autónoma de Barcelona, 1998.

PACTE’s holistic, dynamic models of TC and ATC are based on the following initial
hypotheses:
1. TC is qualitatively different from bilingual competence.
2. TC is expert knowledge.
3. TC comprises declarative and procedural knowledge although it is
predominantly procedural knowledge.
4. TC is the underlying system of knowledge, abilities and attitudes required to be
able to translate.
5. TC is an interactive, hierarchical system of sub-competences which intervene in
each translation act.
6. TC is subject to variation depending on whether translation is direct or inverse;
the language combination in use; the specialist field involved (technical, legal,
 literary); the translator’s experience; and the translation-specific context
(translation brief, time scale, etc.)
2.2 The first version of PACTE’s Translation Competence model
PACTE’S TC model, first presented in 1988, identified six inter-related, hierarchical sub-
competences (PACTE 2000, 2001) (Figures 2.1):
1. Communicative competence in two languages, defined in general terms as the
system of underlying knowledge and skills necessary for linguistic
communication. Following Canale (1983), it comprises linguistic, discourse and
socio-linguistic components necessary for source text/language comprehension
and target text/language production.
2. Extralinguistic competence, including both general world knowledge and
domain-specific knowledge. Activated as required by translation situation, it
involves implicit or explicit knowledge of the world in general and specific areas
knowledge of two language cultures, encyclopaedic knowledge, subject
knowledge, and knowledge about translation.
3. Instrumental-Professional competence, defined as the knowledge and skills
required for the practice of professional translation. It includes knowledge and
use of information resources, knowledge and use of new technologies and
translation tools; knowledge of the translators’ workplace; and how to behave
as a professional translator, especially in relation to professional ethics.
4. Psycho-physiological competence, defined as the ability to use psychomotor,
cognitive, and attitudinal resources of all kinds. The psychomotor skills used in
reading and writing were deemed the most important of these, in conjunction
with cognitive components, such as memory, attention span, creativity and
logical reasoning, and attitudinal traits such as intellectual curiosity,
perseverance, rigour, a critical spirit, and self-confidence.
5. Transfer competence is the central competence that integrates all the others. It
is the ability to complete the transfer process from the source text to the target
text, i.e. to understand the source text and re-express it in the target language
taking into account the function of the translation and the characteristics of the
receptor. It includes: comprehension competence (the ability to analyse,
synthesise and activate extralinguistic knowledge so as to capture the sense of
the text); the ability to deverbalize and to maintain the SL and the TL in
separate compartments (i.e. to control interference between languages);
reformulation competence (textual organisation, creativity in the target
language); and, finally, competence in carrying out the translation project (the
choice of the most appropriate method).
6. Strategic competence, defined as comprising all individual procedures,
conscious and unconscious, verbal and non-verbal, used to solve problems
encountered during the translation process. These procedures include
distinguishing between main and secondary ideas, establishing conceptual
 relationships, searching for information, paraphrasing, back translating,
translating out loud, establishing an order for documentation, etc.

COMMUNICATIVE
EXTRALINGUISTIC
COMPETENCE IN TWO
COMPETENCE
LANGUAGES

TRANSFER COMPETENCE

PSYCHO-PHYSIOLOGICAL INSTRUMENTAL-PROFESSIONAL
COMPETENCE COMPETENCE

STRATEGIC COMPETENCE

Figure 2.1 First version of Translation Competence model (PACTE 2000:101)

Although all these competences played an important role within TC, in the first version
of the PACTE model, Transfer competence and Strategic competence were accorded a
predominant role in the interrelation between competences. Transfer competence
was seen to play a central role since all other competences were supposedly
subordinate to it, whilst Strategic competence monitored and compensated for
shortcomings in all other competences, intervening when problems are detected and
decisions had to be made.
The theoretical and working hypotheses of our exploratory tests were based on this
model (see PACTE 2001).
2.3 The final version of the model
Two series of exploratory tests were carried in preparation for the final experiment on
TC between June 2000 and January 2001. In the first, subjects participating in the test
were member of the PACTE group, and in the second, they were professional
translators (see 4.1). These tests served not only to determine the appropriateness of
the data-collecting instruments devised and to produce a catalogue of actions carried
out during the problem-solving process, but they also served to draw researchers’
attention to the need to revise PACTE’s TC model as it had been presented in 1988.
As a result of attempts to find ways of measuring each competence and attempts to
establish links between specific competences and subjects’ actions observed during
the translation process (as a first step towards defining the operational hypotheses), it
was found necessary to revise the definition and functions of each of the competences
included in the model.
The changes introduced in the revised version of the model derived from the following
considerations (PACTE 2002a, 2002b, 2003):
1. Transfer competence was no longer viewed as a stand-alone sub-competence
of TC. All bilinguals posses a rudimentary transfer competence, the natural
translation ability described by Harris and Sherwood (1978). The difference
between this natural transfer ability and the transfer ability of the professional
translator was deemed not to be the result of one specific competence but of
the interaction between all the competences defined in the model and, in
particular, of the role of Strategic competence. Therefore, it would seem that
this special transfer ability of the professional translator is the combination of
all the competences, i.e., TC: the ability to carry out the transfer process of the
from source text to the target text taking onto account the purpose of the
translation and the characteristics of the target audience. Following from this
redefinition of Transfer competence, changes were required in the
characteristics of Communicative and Strategic competence.
PAGES 39-40 MISSING
 BILINGUAL SUB-COMPETENCE EXTRALINGUISTIC SUB-
COMPETENCE

STRATEGIC SUB-
COMPETENCE

KNOWLEDGE OF
INSTRUMENTAL SUB-
TRANSLATION SUB-
COMPETENCE
COMPETENCE

PSYCO-PHYSIOLOGICAL
COMPONENTS

Figure 2.2 Translation Competence model (PACTE 2003:60)

Knowledge of Translation, Instrumental, and Strategic sub-competences were
identified as those that were specific to TC. Research carried out by PACTE has thus
focused on these three competences. The initial hypotheses and the variables
observed in the final experiment on TC were established on the basis of this latter
version of the 1998 model (chapter 5).