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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3.3 Advanced students (2nd year students at the end of their studies)
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3.3.6.3 Post-editors’ experiences with the task
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Special features of PE that support the work of the translator
Special features of PE that support the work of the translator

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The next three questions focused on some aspects of PE which can support students’ work or make it easier. The three aspects were the following: (a) it helped with terminology, (b) offered a starting point, (c) helped with typing (for the exact Hungarian wording, please consult Appendix 8, question 15). 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”), and one-sample t-tests were carried out to see whether observed means were significantly different from it. As for terminology, students indicated that PE was not much of help. In other words, it did not save the time and effort of researching. The observed mean value was 1.40 with a SD of 0.63, and the difference was statistically significant to the expected mean of 2 (t(14) = –3.67, p = .003).

Jegyzet elhelyezéséhez, kérjük, lépj be.!

On the other hand, students’ responses implied that they found it helpful to have a text (that is, the MT output) that they could use as a starting point for their work. The difference between the observed mean (M = 2.33, SD = 0.62) and the hypothesised mean (M = 2) was small and marginally significant (t(14) = 2.09, p= .055).

Jegyzet elhelyezéséhez, kérjük, lépj be.!

For typing, a significant difference between the expected mean (M = 2) and the observed mean was found again (M = 2.47, SD = 0.52, t(14) = 3.50, p = .004), suggesting that one advantage of PE, according to students, is that it saves typing time.
 
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