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  • 1 University of Szeged Department of Pedagogy Egyetem utca 2 H-6722 Szeged Hungary
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The aim of the present article is to give an overview of the most important approaches to translation competence. As the term ‘competence’ is used in a somewhat arbitrary way in translation studies, psychological approaches to competence are reviewed first. Then some influential translation competence models are presented and analyzed. Translation competence models are classified into three categories based on Pym (2003). The outlined translation competence models are also related to the psychological concepts of competence described at the beginning of the study. Finally, recurrent issues related to translation competence are identified and discussed briefly. These issues involve the relationship between language competence and translation competence; the existence of a separate transfer component of competence, the status of natural translation and the differences between L1→L2 and L2→L1 translation. It is concluded that none of the models of translation competence is inherently better than the others. It is always the purpose of a given piece of research or project that should determine the type of competence model to be adopted.

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