The PACTE Group is carrying out empirical-experimental research into translation competence and its acquisition in written translation. The aim of this article is to present the results obtained for the translation competence indicator 'Acceptability' of translation products and the variable "Decision-making" in an experiment involving 35 expert translators and 24 foreign-language teachers. After a presentation of PACTE's theoretical model of Translation Competence, the design of our research project is described (hypothesis, experimental universe and sample, variables, data collection instruments). Then the results obtained for the indicator 'Acceptability' of subjects' translations and, finally, the results obtained for the variable "Decision-making" are presented. This variable evidences decisions made during the translation process which involve the use of automatic and non-automatic cognitive resources (internal support) and the use of different sources of documentation (external support). The indicators used to measure this variable are 'Sequences of Actions' and 'Acceptability'. The results obtained shed light on the strategic and instrumental sub-competences of translation competence.

The authors present their views on the importance of providing individual, immediate feedback in on-line teaching. This guarantees “teacher-student dialogue”, through which the teacher can provide feedback on student translations, offer prompts and strategies, and correct and support students since they are aware of their individual strengths and weaknesses. The authors have adapted the Proxy program, enabling the teacher to . “spy”. on the student’s computer, and have combined it with the well-known Winpopup application permitting messages to be sent to the students’ computer screen. An empirical experiment is described involving students of German and Portuguese, which provides initial data on the appropriateness of different feedback paradigms for on-line and distance education of trainee translators.

This paper presents the first results of empirical-experimental research into the Acquisition of Translation Competence (ATC): the acquisition of declarative knowledge about translation. This study is based on our previous research about Translation Competence (TC). Some of the data collection instruments have, however, been adapted for current use. Details of our research design include type of study, universe and sample population, study variables, data collection instruments, and data analysis processes. The dependent variables were knowledge of translation; translation project; identification and solution of translation problems; decision-making; efficacy of the translation process; and use of instrumental resources.The results of the first variable analysed ("Knowledge of Translation") will be presented. A questionnaire with 27 items was used to obtain data on translator trainees' knowledge of translation: their concept of translation and TC; translation units; types of translation problems; the different phases involved in the translation process; methods required; procedures used (strategies and techniques); and the role of the translation brief and the target reader. Indicators of this variable were 'dynamic index' and 'coefficient of coherence'. We understand a 'dynamic' concept of translation to be textual, interpretative, communicative and functional; as opposed to a 'static' concept that may be defined as linguistic and literal. The dynamic index allows us to see whether a subject' s implicit knowledge about how translation works is more dynamic or more static, whereas the coherence coefficient allows us to see whether the subject' s vision of different aspects of translation is coherent. ResumenEste trabajo presenta los primeros resultados de una investigación empírico-experimental sobre la Adquisición de la Competencia Traductora (ACT): la adquisición de conocimientos declarativos sobre la traducción. Este estudio se basa en nuestra investigación anterior sobre Competencia Traductora (CT), si bien, algunos instrumentos de recogida de datos sobre CT se adaptaron para investigar la ACT. La información sobre el diseño de la investigación incluye tipo de estudio, universo y muestra, variables de estudio, instrumentos para la recogida de datos y proceso de análisis de datos. Las variables dependientes son conocimientos de traducción, proyecto traductor, identificación y resolución de problemas de traducción, toma de decisiones, eficacia del proceso de traducción, y uso de recursos instrumentales. Aquí se presentan los resultados de la primera variable analizada ("Conocimientos de traducción"). Se usó un cuestionario de 27 ítems para obtener datos sobre los conocimientos de los estudiantes en torno a: concepción de traducción y de la CT, unidad de traducción, tipo de problemas de traducción, etapas que intervienen al traducir, métodos requeridos, procedimientos utilizados (estrategias y técnicas), función del encargo de traducción y del destinatario. Los indicadores de esta variable son: "Ín-dice...

Commissioned by the Department of Education, Culture and Sport of the Autonomous Government of the Canary Islands, the co-authors of this article describe a methodology for teaching training seminars designed to reconsider and define the validity of the design of CALL exercises developed by teachers of the subject and aimed at solving specific problems presented by their own students. A three-stage system of evaluation was used to collect empirical data in support of the validity of the initial hypothesis.

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