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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3.1.6 The Follow-up Questionnaire
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3.1.6.2 Terminological problems named by students

3.1.6.2 Terminological problems named by students

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An open-ended question asked students to recall the terminological problems they came across in the translation task. 93.75% (15 out of 16) human translators and 86.67% (13 out of 15) post-editors named at least one problem. When analysing the questionnaire, initially the terms students specified were listed and examined. Then the recurring terms were turned into variables, and for each student, it was decided whether they had chosen the problem (variable) or not. This way, binary (yes/no – 1/0) variables were created. This approach to quantification allows for further calculations and analyses.

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Table 14 shows how frequently a particular term was identified by students as a problem. Percentages may sum to more than 100% because respondents could select more than one option. To check whether human translators and post-editors differed in the terminological problems they identified, chi-square tests were performed. However, the results of these tests showed no significant differences between the two groups on any of the problems.
 

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Table 14 Frequencies of Terminological Problems Reported by Students in Each Work Mode (HT/PE)
 
HT (n = 16)
PE (n = 15)
 
 
 
 
n
%
n
%
Total (%)
Chi-square test (df = 1)
sig
conversational violations (test)
7
43.8%
9
56.3%
16 (57.1%)
1.448
.229
conversational understanding
9
60%
6
46.2%
15 (53.6%)
0.537
.464
Gricean maxims
7
46.7%
4
30.8%
11 (39.3%)
0.738
.390
L2 vocabulary
5
33.3%
3
23.1%
8 (28.6%)
0.359
.549
communicative responses
3
20%
3
23.1%
6 (21.4%)
0.390
.843
redundancy
1
6.7%
1
7.7%
2 (7.1%)
0.011
.916
Note. n = frequency (raw count). Percentages may exceed 100% as multiple responses were permitted.
 

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Table 14 also indicates that the most common terminological problems were related to pragmatics (conversational violations, conversational understanding and Gricean maxims).

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Interestingly, some students identified problems that were not terminological at all, but referred to general words, phrases or even sentences students struggled with (e.g., “enhanced ability”, “appreciate responses”). A separate (“other”) variable was created to capture these responses, and the number expressing the frequency of such problems was entered for each student. To compare human translators and post-editors on this variable, an independent samples t-test was performed. This time it was found that post-editors named a significantly higher number of such problems (M = 1, SD = 1) than human translators (M = 0.13, SD = 0.35, t(26) = –2.97, p = .01.

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The two groups (HT and PE) were also compared on the total number of terminological problems identified (including the “other” category), but this time, no significant differences were found between them (HT: M = 2.27, SD =1.34, PE: M = 3, SD = 1.73, t(26) = –1.264, p = .217).
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