The role of metacognition and cognitive conflict in the development of translation competence

Abstract

This article first presents widely accepted definitions and models of the translation process and translation competence and notes the lack of a fully developed model of translation competence acquisition (TCA). The Input-Interaction-Output Model of second language acquisition (SLA) is introduced, after which these various models are combined into a proposed model of translation competence acquisition. Each stage in the model is then explained from the point of view of SLA, TCA and translation pedagogy with special attention to meta-cognition and cognitive conflict. Finally, some of the limitations of the model and fields for future research are presented.

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