This questionnaire measures two main constructs of Bilingualism and Instrument sub-competences.
Testing items were clustered around the following competences and sub-competences: I. Reading comprehension (reading for detail, opinion/attitude); II.
As a result, we can conclude that there is a meaningful relationship between the observed variables (TNI, TPI and TEI) and their latent variables, i.e. Instrument Sub-Competence, Bilingualism Sub-Competence, Extra-linguistics, Psycho-Physiological, Knowledge about Translation, and Strategic sub-competence.
They explored the relation between genre and translation competence, on the one hand, and the communicative and textual sub-competence, on the other.
Also, Instrumental sub-competence was measured through items 8, 9, 10, 11, 18, 19, 20, 28, 41, and 42 of TC questionnaire.
Based on the findings of Orozco and Albir (2000), this questionnaire measures two main constructs of Knowledge about translation, as measured by items 1, 2, 3, 4, 5, 6, 7, 12, 13, and 14, of the TC questionnaire and Strategic sub-competence, which is measured by items 15, 16, 17, 40, 50, 51, 52, 53, 54, 55, and 56.
Training needs and competence are also summarized as the percentages of participants who answered "yes" for additional "yes/no" questions for every sub competency.
The OOAS has 28 items grouped in three sub-scales (competence, concerns and readiness, range 28 140).
Relevant data segments were identified, coded and classified into nine sub-areas of competences presented in table 1.
They are only measurable through external observable behavior (=performance), which is evoked by test items reflecting workplace situations that depict the competence sub-dimensions.
Only Weithorn's interview [ 15] examined all four sub-domains of competence (see below).
