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78 Carme Colominas and Toni Badiathat no knowledge of any query syntax is required is especially welcomed by relativelyuntrained users, like we might expect in the context of translation training(students as well as teachers). However, it also has its counterpart, as it cannot beas powerful and expressive. From this point of view, the Leeds and the DTF interfacesare examples of the effort of finding a compromise between user-friendlinessand expressiveness.As for the search for statistical information, the Leeds and the CUCWeb interfacesprovide functionalities to evaluate the relative frequency of phenomena.The Leeds interface includes a function that enables the computation of collocationstatistics (using mutual information, the T-score or the log likelihood score),thus providing information which can be very useful for translation tasks. In theCUCWeb interface, frequency information can be related to any of the 4 annotationlevels (word, lemma, part-of-speech (POS), and syntactic function).An interesting initiative that may lead to results in the direction indicated hereis the WaCky project. 16 The WaCky initiative aims at developing tools for the useof the Web as a corpus of interest to linguists, which includes tools for crawling theWeb, building, annotating, indexing and searching a corpus.4. Translation-related exploitation possibilitiesof a common corpora platformAs we have seen in the last two sections, in recent years efforts have been made inorder to overcome the limitations of a corpus-based methodology and to createan appropriate workbench for cross-linguistic research. We now consider someexploitation possibilities in research and translation training contexts from sucha common platform that integrates different types of corpora that are at leastlemmatised and annotated for part-of-speech.4.1 Training contextsIn our experience as translation trainers, we have seen the effectiveness of corpusbasedmethods in translation training as underlined by Bowker (1998) confirmed.It seems unquestionable that translation training must be based on translationpractice. However, the classical activities in translation training (exercise and correction)are obviously insufficient to develop the skills trainees need in order toprogress in their translation competence. It seems quite reasonable to affirm thatin order to prevent errors or avoid similar errors in future exercises, trainees need16. http://wacky.sslmit.unibo.it