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This paper gives an overview of the methods employed in process-oriented investigations of translation competence and its development and describes their advantages and drawbacks. Furthermore, it provides a survey of the findings gained in this field of research so far. It then focuses on desiderata. Special emphasis will be placed on the contrastive evaluation of methods, on longitudinal studies, as well as on the documentation and dissemination of process data. The design of one longitudinal study, TransComp, which investigates the development of translation competence in 12 students of translation over a period of three years and compares it to that of 10 professional translators with more than 10 years of experience, will be introduced. Furthermore, asset management systems will be suggested to make translation process data accessible to the scientific community and lay the foundations for a platform for information exchange between scholars working in the field of translation process research. At the end of the article, the contributions collected in this volume will be introduced.

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Theoretical approaches towards a classification of texts and empirical analyses of individual text types have been pursued more or less independently of each other. Without reference to a common theoretical framework, the results obtained when analysing individual texts cannot be compared — making it impossible to relate the individual text types to each other, and thus determine the scope of validity of the features which turn out to be characteristic of a group of texts. For this reason, an approach towards a pragmatic text typology is presented which can serve as a framework for the analysis of various LSP text types. In the last part of the paper some implications of this typology for translation studies and translation didactics are described. Résumé: Les efforts théoriques en vue d'un classement des textes n'ont guère été mis en rapport, jusqu 'ici, avec les analyses empiriques de types de textes isolés. En l'absence d'un cadre théorique commun, l'analyse de ces derniers conduit å des résultats sans comparaison possible, et empêche ainsi de reconnoitre la valeur réelle des éléments qui s'avèrent caractéristiques d'un groupe de textes. C'est pourquoi on proposé ici une typologie pragmatique des textes, qui pourra servir de cadre à l'analyse de plusieurs types de textes en langue de spécialité. La fin de l'article examine les effets d'une typologie sur la recherche en matière de traduction ainsi que sur l'enseignement de la traduction.

The article presents results from the research project TransComp, a process-oriented longitudinal study which investigates the development of translation competence in 12 students of translation over a period of three years and compares it with that of 10 professional translators. The article focuses on the translation products and processes of six novices and fi ve professional translators who had to translate operating instructions from English (their L2) into German (their L1). During the translation process, the participants had to think aloud. They were allowed to use any external reference resources they wished. Their think-aloud and all their activities on the computer were screen-recorded using CamtasiaStudio. In addition, their writing processes were logged using the keystroke-logging software Translog. Immediately after the experiments, they were asked to complete a questionnaire. The data gained in this multi-method approach are analyzed both from a product-oriented and from a process-oriented perspective. For the product-oriented analyses, an error classifi cation was developed that combines a linguistic characterization of the mistakes with a functional approach of determining how detrimental these are with regard to the target text function. The process-oriented analyses are based on the subjects' think-aloud, their activities recorded with CamtasiaStudio, their questionnaires and their log fi les. These process data are analyzed to determine the subjects' problem awareness and their problem-solving competence. Based on the fi ndings, implications for translation pedagogy and text production didactics are discussed. Den Ausgangspunkt der vorliegenden Teilstudie bilden die Übersetzungsprodukte und -prozesse aus insgesamt 11 Versuchen, in denen jeweils 50 % der studentischen Versuchspersonen (Vpn), die an TransComp teilnahmen, und 50 % der professionellen Vpn den Bedienungsanleitungstext übersetzten, der in Anhang A zusammen mit dem Übersetzungsauftrag abgedruckt ist, der den Vpn mit ausgehändigt wurde. Die Studierenden befanden sich zum Übersetzungszeit-punkt am Anfang ihres ersten Semesters. Es handelte sich dabei um fünf Studentinnen und einen Studenten im Alter von 19 bis 22 Jahren. Fünf davon sind österreichische Staatsbürger, eine ist Deutsche. Ihre Muttersprache ist ausnahmslos Deutsch, ihre 1. Fremdsprache in der Schule und im Übersetzungsstudium Englisch, wobei ihre letzten Schulnoten in Deutsch und Englisch bis auf eine Ausnahme "sehr gut" oder "gut" waren. Die Ausnahme ist eine Studentin, bei der die letzte Schulnote in Englisch nur "befriedigend" war. Alle nahmen freiwillig an der Studie teil. Kontext der Studie und VersuchspersonenDie fünf professionellen Vpn haben alle eine universitäre Translationsausbildung abgeschlossen; zu ihren Arbeitssprachen gehören Deutsch und Englisch, und sie verfügen über mindestens zehn Jahre Berufserfahrung (zwischen 11 und 40 Jahre) im Bereich Übersetzen/Dolmetschen. Datenerhebungsmethoden

Academic writing courses and subject-matter courses have been taught independently to a large extent at many European universities following a 'study skills model ' (Lea and Street 1998). An integrated approach, however, both in students' L1 (or their language of instruction) and in English (if this is not their L1), in accordance with Lea and Street's 'academic literacies model' has a number of advantages. Introducing an academic literacies model, however, is difficult to implement since it requires the joint effort of both subject-domain teachers and language teachers and involves deviating from familiar teaching methods. To implement the changes required, a three-level approach has been developed at Justus Liebig University (JLU), Giessen/Germany, as one of several measures in a university-wide project. In this approach, the university's writing centre and teaching centre take over the role of 'motors' of literacy development in all disciplines. The macro-level of this three-level approach encompasses central services provided by these centres as well as university-wide literacy development policies. The meso-level addresses programme development, and the microlevel, curriculum and syllabus adaptations for individual courses. The article provides insight into the measures to be taken at each of these levels based on a review of prior research on Integrating Content and Language in Higher Education (ICLHE) (Gustafsson 2011, Gustafsson and Jacobs 2013 and the central role that writing centres and teaching centres can play in this process.

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