2. Translation competence and its acquisition or concepts and misconceptions about translator training

Learning to translate means acquiring the knowledge, skills, techniques, and strategies that allow translators to render a text in another language so that it causes the same effect in the target reader as the source text did in the source-language reader. Translation theorists have not yet reached a common fixed "catalogue" of the subcompetencies and skills that would make up translation competence, that is the identikit of a professional translator. However, practice and experience of translation teaching shows us that the knowledge about correct decoding of the original text and idiomatic encoding into the target text, that is knowledge about language use and linguistics (text analysis), comprehension of cultural features, research skills, but also the correct use of the tools for terminology management and computer-assisted translation, are necessary to guarantee quality in the final product. We may distinguish between factual and instrumental knowledge. The first one is usually acquired during the first terms of translation studies, whereas the second is taught in the second part of the studies. A perfect knowledge on the use of ICT is considered more and more important for the translator's profession, as several authors do insist. Király suggests that "more generalized specializations such as research skills, terminology management and familiarity with electronic information sources will be of greater use" in translator studies. In a similar way, Mayoral expresses his conviction that the efficiency of basing translator exercises on textual criteria is doubtful.

There is no textual typology that is accepted by all translator trainers. That is the reason why we insist on focusing on tasks, a concept that Hurtado Albir also emphasizes, and this is the principle on which we base our classes. It is about helping the learners to construct knowledge that will help them to manage day-to-day problems such as text volume, time schedules and deadlines, as well as the comprehension of specialized texts. As far as it is possible, we can try to simulate real life situations of translators, by using authentic texts, letting learners work in teams and making them use ICT tools. In our classes, the acquisition of the knowledge needed to work with these tools is one of the main goals, as well as the achievement of professional skills through tasks. But we must keep reality in mind, since the assumed and necessary language and cultural knowledge is often lacking.

3. Web-based translator training

The so-called blended learning (b-learning) is a learning methodology using both face-to-face classes and e-learning and tries to combine the advantages of both. It narrows the gap between traditional and e-learning methods. Although sometimes b-learning is implanted because of the financial problems of fully shifting to e-learning, it can often be a question of pedagogic quality. B-learning allows instructors to assume their new tutorial role, but allows for a personal, face-to-face relationship. In this way, both learners whose learning style is social and those are who prefer the auditory, visual, kinesthetic or metacognitive modality are accommodated.

Most of the materials offered in VLE (Variable-Length Encoding кодирование с переменной длиной (поля записи), кодирование по способу Хаффмана) may combine information within different codes such as traditional linear text with hypertext that can include multimedia like sound and video files, links to other text types, etc. This permits users to choose variable reading order and sequences and to switch between different texts and materials that represent diverse information and senses. Locating them on different computers within a network increases their educational potential.

The goals of the course have to be very clear in order to construct the adequate exercises and select the best-fitting techniques. Our proposals aim at practicing linguistic and ICT skills as well as professional habits with Ukrainian mother-tongue learners who have already studied English for three years and have learnt to translate general texts from and into English. Our intention is to gradually steer learners toward autonomous learning, and prepare them for their future lifelong learning.

We normally begin by giving them authentic texts from the Internet, from friends, or using texts which we wrote for translation jobs assigned to us. It is extremely important to pay attention to the quality of the composition (e.g. that there are no spelling or grammatical errors except for using them with pedagogical purposes) and to use the suitable text type and degree of difficulty for our purposes. But we also prepare auxiliary material like parallel texts, background information, bibliography and resources such as specialized web sites, and glossaries. Apart from offering materials, resources and tools, we conceive suitable exercises for the goals we want to reach together with the learners. Regarding the skills we want to practice, we can distinguish among the following ones:

1. to deepen linguistic knowledge,

2. to increase cultural knowledge,

3. to improve research techniques, especially the technological ones,

4. to practice translation techniques,

5. to learn the professional aspects of translation such as working under time pressure, stress toleration, contact with clients (client acquisition, contact with clients, and the financial side of the assignment),

6. to revise a translation and quality assurance,

7. to manage a translation project and to be able to work in a team,

8. terminology management,

9. to strengthen learners' autonomy to learn by themselves and to assess themselves.

We could make this list larger, but we limited it to the most important points. The following examples show the possibilities that the Open Source Learning Management System Moodle offers for translator training. We have excluded the tools book, lesson, and assignment as they are quite close in their application to the resources that basically allow for the addition of material like texts, files in different formats, hyperlinks, etc. We also excluded the surveys because their use is for course evaluation by learners. However, we will concentrate on those tools that are used not only for factual, but also for procedural learning.