The literature on translation competence is more extensive than the literature on interpreting competence. The diversity of models and the lack of a unified approach can partly be explained by the fact that different models serve different purposes. In addition, the development and increasing interdisciplinarity, together with the development of translation as a profession and the specific purposes of translator training contribute to this diversity (Kovalik Deák, 2013, pp. 31–32). Krajcsó (2018), based on the competence models of EMT, CIUTI, TRANSCERT and ISO, identified the following common competence fields for translators:

 

Many authors argue for considering Translation and Interpreting (T&I) as one profession, requiring a common set of competences, as in many institutions translator and interpreter training take place jointly, and in many study programs there is a common basic training (Kalina, 2000). Kalina (2000, pp. 17–19) argues for an integrative approach to T&I, as both translation and interpreting are seen as mediated (translated or interpreted) strategic text processing. This means that both translators and interpreters have to comprehend a SL text more thoroughly than a general reader or listener and have to focus both on the message and on what is the intended effect of the text that the text producer wished to achieve. Both translators and interpreters apply text processing strategies, and both require linguistic and cultural or world knowledge. In addition, both translators and interpreters possess text comprehension and production skills, together with stylistic competence, the ability to make fast decisions, to link textual information to existing knowledge, and to deal with intercultural problems. All of these skills and abilities constitute the so called general transfer competence that both T&I possess.