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Resumen:
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Nowadays, it is widely accepted that Translation Competence (TC) –understood as the set of skills and knowledge necessary to translate– is a key element of translator training (Schäffner & Abad, 2000; PACTE, 2003). Many models have been put forward in an attempt to account for its nature and components, and there is now consensus that it is a macro-competence consisting of six components, namely communicative competence in two languages, extra-linguistic competence, instrumental competence, strategic competence, knowledge about translation, and psychophysiological components. Research into TC is scarce in that the number of empirical investigations looking into how this macro-competence can be operationalised in translation training is rather limited. The present thesis seeks to begin bridging this gap, focusing on the communicative competence in the foreign language.Despite the fact that the translator’s communicative competence has been acknowledged as one of the most important competences within the overarching structure, research in this area is scarce and no frameworks contributing to the implementation of teaching materials seeking to develop the translator trainees’ communicative competence according to their target needs have been established. Moreover, given their specific language and communicative needs (briefly, the development of TC, the study of the L2 raising contrastive awareness, the promotion of professional skills mirroring the labour market, and a methodology that favours practice over theory), the language training that translator trainees need to be exposed to has been identified as a type of English for Specific Purposes (ESP) (see Berenguer, 1996; Cerezo Herrero, 2015; Clouet, 2010; Huhta et al., 2013 among others)...
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