In this contribution, the authors have selected one particular issue from Hans G. Hönig's paper Positions, power and practice: functionalist approaches and translation quality assessment for discussion, namely Translation Quality Assessment in relation to the training of translators. The main theme of this paper are parallel developments in second and foreign language learning and teaching, in particluar the notions of error analysis, error evaluation and authenticity. The authors argue that the criteria used to assess the quality of translations in a professional context, for which functionalism provides and appropriate and useful framework, cannot be directly applied to the training of translators. The authors agree with Hönig's view that when training translators quality assessment should not be and end but a means, but still they suggest that the pedagogical means to the functional end be interpreted more broadly.