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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3.3.9 Translation performance and time on task

3.3.9 Translation performance and time on task

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To reveal possible relations between time on task and translation/post-editing performance, correlation analyses were carried out between the relevant variables in both the HT and the PE group. Most correlations were, however, non-significant, the only exceptions being accuracy errors and time on task in the HT group, and terminology errors and time in the PE group (Table 24). Both correlations are moderate to strong and negative, suggesting that the more time the student took to complete the task, the lower the number of errors they made.
 

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Table 24 Correlations Between Time on Task and Translation Performance Indices in the Second Year (Pearson r). P-values are in parentheses.
 
HT time (n = 10)
PE time (n = 15)
accuracy errors
–0.69 (.029)*
–0.28 (.312)
fluency errors
0.30 (.401)
–0.12 (.683)
style errors
0.49 (.149)
–0.03 (.920)
terminology errors
0.001 (.997)
–0.66 (.007)**
total number of errors
–0.07 (.848)
–0.36 (.194)
Note. *p < .05, **p < .01
 
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