ABSTRACT
Research into cognitive aspects of translation began at the end of the 1960s with the pioneering Interpretive Theory of Translation (ITT), also known as the Theory of Sense, developed at the Paris School of Interpreters and Translators, ESIT, which marks the beginning of interest in the cognitive processes involved in translation. From the 1990s onwards there was a major surge in research into this area, which basically focused on three aspects: the cognitive processes involved in translation, the necessary skills to develop them correctly (translation competence) and the process of acquiring these skills (translation competence acquisition). Various models have been put forward in accordance with these dimensions – see Hurtado 2011 [2001], 31–408, 2017a for a review of these models.
