Márta Lesznyák: A longitudinal investigation of translation trainees’ translation and post-editing competence development I
›
3 Results and Discussion
›
3.6 Discussion of changes between the beginning and the end of the training period
›
3.6.3 Changes in students’ perception of the translation and the post-editing task

3.6.3 Changes in students’ perception of the translation and the post-editing task

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Students’ perception concerning the difficulty of the task was expected to change as they advanced with their studies. Conforming to our expectations, both the HT and PE groups’ responses indicated a decrease in perceived difficulty, although, once again, this tendency was more pronounced for PE students than for HT students. PE students at the end of the second year reported lower perceived difficulty than in the first year on all the assessed factors. In comparison, HT students perceived only terminology and syntax to be easier in the second data collection wave.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

On the one hand, a certain amount of decrease in perceived difficulty is expected as a result of training and experience, but the discrepancy between the two groups calls for further explanation. We cannot rule out the possibility that the lack of explicit instruction in post-editing might have contributed to post-editors’ optimism concerning the difficulty of the task. Presumably, when post-editors assessed the difficulty of the task, they automatically compared it to the translation tasks they had carried out during the training. This comparison may have guided their responses as they were short of real experiences with post-editing tasks. It must also be noted that PE students’ judgements seem somewhat unwarranted, considering that their error numbers were still relatively high at the end of the second year.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

An intriguing finding is the decrease in the perceived difficulty of terminology in both the HT and the PE groups. This is particularly surprising given that the number of terminology errors did not decrease. The divergence between actual performance and perceived difficulty may indicate that students are not fully aware of the challenges associated with terminology.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Terminological problems identified (i.e., the specific terms named) by the students did not change between the two data collection waves. What is striking is that the number of non-terms (mis)identified also remained stable and was consistently larger in the PE group. This finding gives support to the idea that terms and terminology must be paid extra attention in training to prepare students for managing them. Further analysis could explore how successful students were at solving the terminological problems they identified, as well as the strategies they employed while doing so.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The perception of the advantages and disadvantages of post-editing has not changed significantly between the two data collection waves either. A possible explanation for this is that these factors are independent of the amount of translation experience participants have.
chevron_left
chevron_right
Tartalomjegyzék navigate_next
Keresés a kiadványban navigate_next
A kereséshez, kérjük, lépj be!
Könyvjelzőim navigate_next
A könyvjelzők használatához
be kell jelentkezned.
Jegyzeteim navigate_next
Jegyzetek létrehozásához
be kell jelentkezned.
    Kiemeléseim navigate_next
    Mutasd a szövegben:
    Szűrés:
    Kiemelések létrehozásához
    MeRSZ+ előfizetés szükséges.
      Útmutató elindítása
      delete
      Kivonat
      fullscreenclose
      printsave