For some decades now, scholars of translation studies, pertaining to various disciplinary fields, have started a vividly ongoing scientific debate, regarding the possible descriptive-theoretical models of translational competence. This is generally understood as a macro-competence, consisting of a series of interrelated sub-competencies. With regard to this contribution, we will focus on the concept of instrumental sub-competence in relation to the learners’ web-searching skills and the use of some translation tools, such as text corpora collected by teachers and/or by future translators, whose employment in the academical teaching context contributes to the acquisition of procedural professional knowledge. The theoretical and applicative considerations presented here concern the strengthening of instrumental sub-competence in reference to the stage of documentation on the subject of the source text; thus, not only on a conceptual and terminological-lexical level, but also with regard to possible stylistic asymmetries and text-type conventions. The development of the instrumental sub-competence also fosters the textual competence in both languages and, to this extent, it constitutes a didactical aim not only in translator training curricula, but also in other Foreign Languages Degree Courses.