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process and carry out the translation project selecting the most appropriate method, evaluate the process and the partial results obtained in relation to the
final purpose, activate the different sub-competence and compensate for any shortcomings and identify translation problems and apply procedures to solve
them. f.
Psycho-physiological Components Psycho-physiological components are different types of cognitive and
attitudinal components and psycho-motor mechanism, including cognitive components such as memory, perception, attention and emotion; attitudinal
aspects such as intellectual curiosity, perseverance, rigour, the ability to think critically, etc.; and abilities such as creativity, logical reasoning, analysis and
synthesis.
3. Angelelli’s Translation Competence
Angelelli proposes a construct that is presented as a guide, a lead to chart directions for research and development in translation assessment. Angelelli’s
construct is used because it contains elements that are not analyzed in other translation competence assessments. This construct complements Bachman and
Cao theories which only measure three elements such as grammatical, textual and
pragmatic competence. This construct includes four sub-components: a.
Linguistic-level competence
Clear grammatical competence has important role in translating a text. Cao Cao in Angelelli, 2009: 31 defines this sub component as control of
vocabulary the words of a language, morphology the way that smaller parts PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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combine to form words, syntax the way that words combine to form phrases and sentences, and graphemic writing system knowledge. Each of these aspects
contribute both to the understanding of the ST and the production of the TT. Insufficient knowledge of vocabulary can lead to miscomprehension of the ST or
failure to successfully communicate meaning in the TT. This competence can be helped by using dictionaries and other professional resources, but only to a
degree.
b. Textual Competence
Textual competence or the ability to put ideas together as a text is the ability to use linguistic devices to connect sentences, ideas, rhetorical organization
competence, and the ability to organize a text in the most appropriate way to achieve its aims in a given community. This competence involves understanding
the rules and conventions of rhetoric and cohesion in both codes well enough to know what meanings are conveyed. It is through either following or breaking said
conventions in the SL, in addition to being able to render similar meaning in the
TL, depending on the translation task. c.
Pragmatic Competence
This competence has an important role in in translating the text both when the translator approaches the ST as well as when he or she produces the
target one. This competence allows to recognize whether the text is a polemic, a
primarily objective report of data, a proposal for action, etc. In the case of scientific and technical translation, translators need to know the content area of
the field. Besides, they have to know the typical interpretations of technical terms PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
