A longitudinal investigation of translation trainees’ translation and post-editing competence development I. - 3.1.3 Thematic (background) knowledge

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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3.1 Novices (1st year students at the beginning of their studies)

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3.1.3 Thematic (background) knowledge

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Hivatkozások

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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_510/#m1364alittt_510 (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_510/#m1364alittt_510)

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_510/#m1364alittt_510)

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As the source text in this investigation was an abstract on bilingualism, in particular, about some pragmatic aspects of bilingualism, relevant background knowledge involved linguistic knowledge about bilingualism and pragmatics. As a result, the thematic test students filled in contained items on bilingualism and pragmatics. As most students had a BA degree in modern languages, it was assumed that the topic must be familiar to them. Table 11 provides descriptive statistics for students’ test scores. The data indicate that their knowledge of bilingualism was at an average level. Independent samples t-tests showed no significant correlations between human translators and post-editors (HT: M = 5.36, SD = 1.50; PE: M = 4.67, SD = 2.26, t(27) = 0.96, p = .34).

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