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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3.2 The discussion of novices’ results
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3.2.4 Correlations between sub-competencies, task-perception and performance measures in the first data collection wave (Research question 1.7)
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3.2.4.1 Correlations between sub-competencies and performance measures (time on task and error numbers)

3.2.4.1 Correlations between sub-competencies and performance measures (time on task and error numbers)

Jegyzet elhelyezéséhez, kérjük, lépj be.!

A key question of our research is how sub-competencies and performance measures are related. In the human translator group, no significant correlations were found between any of the measures. There are at least two possible explanations for this: on the one hand, the sample was too small; on the other hand, key subcompetencies that can be related to HT (e.g., TL [Hungarian] language competence) were not assessed in the study.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

At the same time, a somewhat confusing, moderate to strong positive correlation was identified between grammar test scores and terminology errors (n = 10, r = .64, p < .05), indicating that higher grammar competence was accompanied by a higher number of terminology errors. Again, this could be a measurement artefact rooted in small sample size, but it could also indicate terminology “blindness” on behalf of those with good grammar competence. We should not forget that first-year students are completely inexperienced in translation, and most probably, they do not have explicit strategies to handle terms. Those good at grammar might have a mistaken view that translation is only about disentangling the structure of the source text and reproducing it in the target language. Being good at structural processing, they may neglect lexical and terminology work. However, this is clearly a speculation that should be checked on larger samples.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In the post-editor group, reading competence emerged as a major factor showing significant negative correlations not only with the total number of errors but with accuracy and fluency errors, too. Further significant negative correlations were observed between the total number of errors and Grammar competence and between the total number of errors and thematic knowledge. No significant correlations could be identified between novices’ beliefs about translation scores and their performance. The lack of significant correlations between translation beliefs and performance can be explained by the small number of participants.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The above findings underline the key importance of reading competence in post-editing. SL reading skills seem to be strongly related not only to overall achievement but to accuracy and linguistic correctness in the TL, too. Grammar’s relation is equally strong to overall achievement, whereas thematic knowledge is only moderately related. In general, these correlations indicate that novice translation students’ most valuable asset when post-editing is their language competence (both grammar and reading), which is complemented and supported by thematic knowledge.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The lack of correlations between time on task and performance gives support to previous findings which suggest that time on task and performance have a complicated relation (Quinci, 2023, 2024; Zouhar et al., 2021). Simplifications as “the faster the better” or “the slower the better” cannot capture the whole picture. Nevertheless, the moderate positive correlation between time on task and use of English test scores in the PE condition indicates that those with higher grammar competence work faster. This, however, is not related to their performance.
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