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[Translation, Cognition & Behavior 4:2] 2021
► pp. 187–211

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Towards a higher order thinking skills-oriented translation competence model

ORCiD logo with link | Pai Chai University
ORCiD logo with link | Pai Chai University
Published online: 3 December 2021
DOI logo with link
https://doi.org/10.1075/tcb.00053.tan
Abstract
This article aims at exploring translation competence (TC) from the perspective of higher-order thinking skills (HOTS), and developing a HOTS-oriented TC model accordingly. The underlying assumption is that the translation competence needed to solve ill-structured translation problems is highly integrated HOTS in essence. Based on this assumption, a framework for HOTS-oriented TC is presented, using features from the PACTE group’s TC model, and combining it with HOTS-specific features. Subsequently, a HOTS-oriented TC model is constructed, which consists of three interrelated parts: HOTS (i.e., translation problem-solving ability, translation decision-making ability, translation creative-thinking ability, and translation critical thinking ability); translation knowledge, and translation thinking dispositions. Additionally, two other assumptions are made as scaffolding to support our HOTS-oriented TC model. Finally, implications for TC studies and translation pedagogy are provided.
Article outline
  • 1.Introduction
  • 2.Defining higher-order thinking (HOTS) as it relates to translation
  • 3.Revisiting PACTE group’s TC model from the perspective of HOTS
  • 4.Construction of the HOTS-oriented TC model
    • 4.1Redefining competence
    • 4.2Components of HOTS-oriented TC
      • 4.2.1Translation problem-solving ability
      • 4.2.2Translation critical-thinking ability
      • 4.2.3Translation creative-thinking ability
      • 4.2.4Translation decision-making ability
      • 4.2.5Translation thinking dispositions
  • 5.Assumptions for a HOTS-oriented TC Model
  • 6.Implications
  • 7.Conclusion
  • References
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