Stuart Campbell

• Chapter 1: What is translation competence?The scope of this workThe importance of translator-centred view on translationRecent studies on translation competencePossible ways of conceptualising translation competencePsychological modellingTranslation quality assessmentTranslation pedagogyTranslation competence and translation into a second languageTranslation competence in an interlanguage frameworkSome propositions about translation competenceSome remarks on data in translation competence researchConcluding remarksChapter 2: Challenging the insistence on translation into the first languageAimsTranslation and immigrationThe supply-demand paradox in the Australian translation schemeWhat is a second language? Some problems of definitionIndustry need for translators into a second languageTranslation labour market forces in FinlandThe importance of modelling translation competence in translators into the second laguageConcluding remarksChapter 3: A case study of candidates for translator educationAimsThe setting of the studyThe language testsThe questionnaire dataConcluding remarksChapter 4: Translation into a second language and second language competenceAimsThe difference between translation into a first and a second languageSecond language competence as an aspect of second language translation competenceTranslation and written languageA case study approach to describing textual competence in translators into a second languageConcluding remarksChapter 5: Translation competence and grammarAimsThe grammatical task of the second language translatorBiber's multi-feature/multi-dimensional approach to genre variationThe target texts and their processingComparisons with Biber's normsConcluding remarksChapter 6: Translation competence and lexisAimsThe disposition studyThe lexical transfers studyConcluding remarksChapter 7: Monitoring translation performanceAimsIssues in monitoring translation outputQuality of output: the assessment studyMonitoring ability: the editing studyConcluding remarksChapter 8: Towards a model of translation competenceAimsComponents of the model and their implicationsRelationship of the model to other trends in translation researchWider applicability of the modelTranslation competence, pedagogy and assessmentConcluding remarksReferencesAppendix 1: Examples of target texts with varying combinations of textual competence, risk-taking and persistenceAppendix 2: Real-time edited texts