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Researching Translation Competence by PACTE GroupEdited by Amparo Hurtado Albir
[Benjamins Translation Library 127] 2017
► pp. 35–42
Edited by Amparo Hurtado Albir
[Benjamins Translation Library 127] 2017
► pp. 35–42
Chapter 2. PACTE Translation Competence model
A holistic, dynamic model of Translation Competence
Cited by
Cited by 17 other publications
Albir, PACTE Group. Amparo Hurtado, Anabel Galán-Mañas, Anna Kuznik, Christian Olalla-Soler, Patricia Rodríguez-Inés & Lupe Romero
2020. Translation competence acquisition. Design and results of the PACTE group’s experimental research. The Interpreter and Translator Trainer 14:2 ► pp. 95 ff. 
Alotaibi, Hind & Dania Salamah
2023. The impact of translation apps on translation students’ performance. Education and Information Technologies 28:8 ► pp. 10709 ff.
Asquerino Egoscozábal, Laura & Amparo Hurtado Albir
2021. Estudio experimental sobre la adquisición de la competencia traductora japonés-español. Diseño y resultados del estudio piloto*. Meta 65:2 ► pp. 394 ff.
Fois, Eleonora
2023. Chapter 7. Redefining English language teaching in translator training through corpus-based tasks. In Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training [Benjamins Translation Library, 161], ► pp. 112 ff.
Golubovschi, Oxana
2019. Precizări conceptuale privind evoluția termenului competențe de traducere. Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 43:3 ► pp. 78 ff.
Griebel, Cornelia & Katrin Zuschlag
2022. IPDR 2.0 statt „Ich finde, das klingt besser“. In Re-Thinking Translator Education [Sprachen lehren – Sprachen lernen, ], ► pp. 99 ff.
He, Shaobin, Yunhan Hao, Shijie Liu, Huidan Liu & Huadong Li
2022. Research on translation technology teaching in Chinese publications and in international English-language publications (1999-2020): a bibliometric analysis. The Interpreter and Translator Trainer 16:3 ► pp. 275 ff.
Hong, Shiguang & Anabel Galán-Mañas
2022. Retos de la formación en Traducción e Interpretación en China: análisis de los “mejores grados”. TRANS: Revista de Traductología 26:1 ► pp. 281 ff.
Huang, Jian
2023. Exploring Students’ Perception of Subject and Translation Integrated Learning (STIL) as an Innovative Approach to Translation Instruction: A Case Study. SAGE Open 13:4
Martínez-Gómez, Aída
2020. Language brokering experience among interpreting students: pedagogical implications for the development of interpreting competence. The Interpreter and Translator Trainer 14:3 ► pp. 303 ff.
Mastela, Olga
2023. A Holistic, Interdisciplinary and Socially Engaged Approach to Translator Education. Między Oryginałem a Przekładem 29:4(62) ► pp. 25 ff.
Olalla-Soler, Christian
2018. Using electronic information resources to solve cultural translation problems. Journal of Documentation 74:6 ► pp. 1293 ff.
Olalla-Soler, Christian
2019. Using translation strategies to solve cultural translation problems. Differences between students and professional translators. Perspectives 27:3 ► pp. 367 ff.
Ordóñez-López, Pilar
2021. An examination of the accreditation process for sworn translators–interpreters in Spain. Perspectives 29:6 ► pp. 900 ff.
Singer, Néstor, Vania López & Rosa Basaure
2020. Identidad profesional en estudiantes de traducción chilenos: posicionamiento, percepciones y valoraciones iniciales. Íkala 25:2 ► pp. 455 ff.
Singer, Néstor, Carlos Velozo & José Luis Poblete
2023. Chapter 14. Developing translation sub-competences by implementing Content and Language Integrated Learning (CLIL). In Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training [Benjamins Translation Library, 161], ► pp. 263 ff.
Yvan Rudhel, Megaptche Megaptche & Xu Wen
2021. Translation Competence: Beyond Bilingualism. Indian Journal of Language and Linguistics 2:4 ► pp. 31 ff.
This list is based on CrossRef data as of 12 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.