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Translation competence and its acquisition or concepts and misconceptions about translator training

Learning to translate means acquiring the knowledge, skills, techniques, and strategies that allow translators to render a text in another language so that it causes the same effect in the target reader as the source text did in the source-language reader. Translation theorists have not yet reached a common fixed "catalogue" of the subcompetencies and skills that would make up translation competence, that is the identikit of a professional translator. However, practice and experience of translation teaching shows us that the knowledge about correct decoding of the original text and idiomatic encoding into the target text, that is knowledge about language use and linguistics (text analysis), comprehension of cultural features, research skills, but also the correct use of the tools for terminology management and computer-assisted translation, are necessary to guarantee quality in the final product. We may distinguish between factual and instrumental knowledge. The first one is usually acquired during the first terms of translation studies, whereas the second is taught in the second part of the studies. A perfect knowledge on the use of ICT is considered more and more important for the translator's profession, as several authors do insist. Király suggests that "more generalized specializations such as research skills, terminology management and familiarity with electronic information sources will be of greater use" in translator studies. In a similar way, Mayoral expresses his conviction that the efficiency of basing translator exercises on textual criteria is doubtful.

There is no textual typology that is accepted by all translator trainers. That is the reason why we insist on focusing on tasks, a concept that Hurtado Albir also emphasizes, and this is the principle on which we base our classes. It is about helping the learners to construct knowledge that will help them to manage day-to-day problems such as text volume, time schedules and deadlines, as well as the comprehension of specialized texts. As far as it is possible, we can try to simulate real life situations of translators, by using authentic texts, letting learners work in teams and making them use ICT tools. In our classes, the acquisition of the knowledge needed to work with these tools is one of the main goals, as well as the achievement of professional skills through tasks. But we must keep reality in mind, since the assumed and necessary language and cultural knowledge is often lacking.

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