As noted by Klein-Braley (1982), it is at times not clear what a translation test is supposed to measure. The new CET-4 (College English Test, Band-4) passage translation test developed in 2013 constitutes 15% of the total test score indicating that the translation test is an important test component. However, the CET-4 testing syllabus does not give a clear description of what the translation test actually measures.

Driven by Bachman and Palmer’s (2010) communicative language ability, the present exploratory study investigates what kinds of test-takers’ linguistic knowledge and strategic competence are measured by eliciting the heeded information using introspective and retrospection methods. Six participants, three for high language proficiency group (HPG) and three for low language proficiency group (LPG), are involved in this case study. The introspective and retrospective data are then coded and analyzed with the support of Cohen ’s (2006) test-taking strategies, Oxford’s (1990) learning strategy and Lörscher’s (2005) classification of translation strategy and grounded theory.

The following findings are generated: First, vocabulary strategies include explanation, finding equivalent words as substitute, literal translation, combination of word (s) and leaving the answer empty. Second, the translation strategies, including cognitive and meta-cognitive strategies, used by HPG outnumber those used by LPG. For cognitive strategies, the HPG is more inclined to use strategies such as identifying problems, editing, revisiting, decision-making and finalizing. For meta-cognitive strategies, the HPG uses more questioning, planning, and monitoring while the LPG does not use monitoring at all. Third, participants do the translation test word by word and sentence by sentence without organizing the sentence. The HPG avoids repeating and pays more attention to the passive voice. Last, the linguistic knowledge includes vocabulary, grammar, spelling and semantics. The research findings bear significant implications on teaching instruction, test preparation and test development.