Márta Lesznyák: A longitudinal investigation of translation trainees’ translation and post-editing competence development I
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3 Results and Discussion
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3.6 Discussion of changes between the beginning and the end of the training period
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3.6.5 Key findings of the developmental aspect of the study on translation and post-editing competence

3.6.5 Key findings of the developmental aspect of the study on translation and post-editing competence

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This section provides a slightly simplified summary of the results concerning the changes between the first and the second data collection waves, along with cross-references to the chapters where these results are discussed in detail.

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  • Among the subcompetencies, beliefs about translation showed a remarkable development. The observed improvement can be attributed to the training programme and the experience gained during the training (3.6.1 Changes in the examined sub-competencies (research questions 3.1–3.3)).
  • A somewhat unexpected improvement was found in reading competence. Reading was not purposefully trained in the programme; as a result, it is not unreasonable to assume that its development is the positive backwash effect of extensive translation activity (3.6.1 Changes in the examined sub-competencies (research questions 3.1–3.3)).
  • Both translators and post-editors worked faster at the end of the training program than at the beginning, although the expected level of significance was not reached in either group. In addition, human translators gained more time than post-editors (3.6.2.1 Differences in time on task measures between the first and the second data collection wave).
  • Human translators improved significantly on accuracy between the two data collection waves. Nevertheless, their mean error numbers at the end of the second year were still higher than those of PE students at the beginning of the training, suggesting that PE offers a consistent advantage in accuracy (3.6.2.2 Differences in error numbers between the first and the second data collection waves).
  • PE students showed better overall performance and reduced fluency error numbers in the second data collection wave. The magnitude of their improvement was higher than that of the HT students. An implication of this finding is that traditional translator training contributes to PE competence development, too (3.6.2.2 Differences in error numbers between the first and the second data collection waves).
  • Perceived difficulty dropped in both the HT and the PE group, but on different aspects, and the decrease was more pronounced in the PE group (3.6.3 Changes in students’ perception of the translation and the post-editing task).
  • The number of ordinary lexical items falsely identified as terms did not significantly decrease between the two data collection waves and is particularly striking in the PE group, suggesting problems with applying concepts and techniques taught in terminology classes during training (3.6.3 Changes in students’ perception of the translation and the post-editing task).
  • Changes in correlations between time on task and some performance measures, notably the emergence of significant correlations at the end of the second year of training, indicate that some students have learnt to make good use of time (3.6.4.1 Changes in correlations between time on task and error numbers).
  • Changes in correlations between sub-competencies and performance indicators suggest that, on the one hand, relationships between the sub-competencies strengthen, and on the other hand, there is a shift from the dominance of language competencies towards the dominance of beliefs about translation (3.6.4.2 Changes in correlations between measures of subcompetencies and performance indices (error numbers).
  • Changes in correlations between post-editing specific experiences and performance measures imply that students’ opinions and perceptions may become more pronounced and stable as a result of training and of experiences with translation, and this, in turn, leads to a larger number and more stable correlations (3.6.4.3 Changes in correlations between task perception and performance).
  • Misconceptions and misrepresentations of processes may arise in the course of development, as represented by the correlation chain, indicating that a somewhat superficial attitude to PE may lead to a higher number of terminology errors. Hopefully, these are temporary stages in development (3.6.4.3 Changes in correlations between task perception and performance).
  • Misconceptions of post-editing may be explained by the absence of explicit PE training (3.6.4.3 Changes in correlations between task perception and performance).
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