Special features of PE that support the work of the translator
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Hivatkozások
Válaszd ki a számodra megfelelő hivatkozásformátumot:
Harvard
Lesznyák Márta (2026): A longitudinal investigation of translation trainees’ translation and post-editing competence development I.. : Akadémiai Kiadó.
https://doi.org/10.1556/9789636641931Letöltve: https://mersz.hu/hivatkozas/m1364alittt_551/#m1364alittt_551 (2026. 01. 31.)
Chicago
Lesznyák Márta. 2026. A longitudinal investigation of translation trainees’ translation and post-editing competence development I.. : Akadémiai Kiadó.
https://doi.org/10.1556/9789636641931
(Letöltve: 2026. 01. 31.https://mersz.hu/hivatkozas/m1364alittt_551/#m1364alittt_551)
APA
Lesznyák M. (2026). A longitudinal investigation of translation trainees’ translation and post-editing competence development I.. Akadémiai Kiadó.
https://doi.org/10.1556/9789636641931.
(Letöltve: 2026. 01. 31.https://mersz.hu/hivatkozas/m1364alittt_551/#m1364alittt_551)
Three questions aimed to determine whether students felt that certain features of PE supported their work or made their work easier. The three features were as follows: (a) no need to research terminology, (b) having a starting point (i.e., the MT output), (c) less typing was required (for the exact Hungarian wording, please consult Appendix 8). Students had to indicate their answers on a 3-point Likert scale, where options were formulated as follows: it did not help at all (1), it helped (2), it helped a lot (3). The expected mean was 2 (“it helped”) again, and one-sample t-tests were carried out to assess whether the observed means significantly differed from it. The tests revealed that PE was perceived to have helped with typing and by offering a good starting point, but the magnitude of the benefits was not perceived to be substantial. In other words, observed means and hypothetical means (M = 2) did not differ significantly (typing: M = 1.83, SD = 0.83, t(11) = -0.692, p = .504; starting point: M = 2.25, SD = 0.45, t(11) = 1.915, p = .082).
Jegyzet elhelyezéséhez, kérjük, lépj be.!
Hivatkozások
Válaszd ki a számodra megfelelő hivatkozásformátumot:
Harvard
Lesznyák Márta (2026): A longitudinal investigation of translation trainees’ translation and post-editing competence development I.. : Akadémiai Kiadó.
https://doi.org/10.1556/9789636641931Letöltve: https://mersz.hu/hivatkozas/m1364alittt_552/#m1364alittt_552 (2026. 01. 31.)
Chicago
Lesznyák Márta. 2026. A longitudinal investigation of translation trainees’ translation and post-editing competence development I.. : Akadémiai Kiadó.
https://doi.org/10.1556/9789636641931
(Letöltve: 2026. 01. 31.https://mersz.hu/hivatkozas/m1364alittt_552/#m1364alittt_552)
APA
Lesznyák M. (2026). A longitudinal investigation of translation trainees’ translation and post-editing competence development I.. Akadémiai Kiadó.
https://doi.org/10.1556/9789636641931.
(Letöltve: 2026. 01. 31.https://mersz.hu/hivatkozas/m1364alittt_552/#m1364alittt_552)
As for terminology, however, students had the impression that PE did not help at all. The observed mean was M = 1.33, SD = 0.49 and the difference to the hypothesised mean (M = 2) was significant, t(11) = –4.690, p = .001.
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