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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3.1.7 Correlations between students’ task perception and their performance on the translation and post-editing task

3.1.7 Correlations between students’ task perception and their performance on the translation and post-editing task

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Correlations between students’ perception of the task (that is, their answers to the follow-up questionnaire) and their translation/post-editing performance may reveal underlying patterns affecting performance. For readability reasons, complete correlation tables are provided in Appendix 9, First data collection wave (first-year students); this section only reports significant correlations.

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In the human translator group, indices of perceived task difficulty and measures of performance were largely uncorrelated, the only significant correlations were found between accuracy errors and perceived terminological difficulty (Pearson r = –.63, p < .05) and between perceived terminological difficulty and total error numbers (Pearson r = –.51, p = .05). This suggests that the more the translator was aware of terminological difficulties, the less accuracy errors they made, and they exhibited a lower total error rate, too. Perceived syntactic difficulty showed marginally significant, moderate correlations with accuracy error numbers (Pearson r = –.48, p = .07). The lower significance level suggests that the finding must be handled with suspicion. However, the correlation looks meaningful; thus, it will be dealt with briefly in the Discussion section. It is hypothesised that a small sub-sample size (15) may have contributed to the low significance level.

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In the PE group, global perceived difficulty showed significant, positive correlations with fluency errors (Pearson r = .56, p <. 05) and with style errors (Pearson r = .68, p ≤ .01). In other words, those who perceived the post-editing task to be difficult in general tended to commit more fluency and style errors than their peers. Additionally, a marginally significant, moderate correlation was found between the number of accuracy errors and the belief that post-editing was easier because there was no need to check terms (Pearson r = .54, p = .07). Again, the correlation is meaningful, and as a result, it will be analysed in the Discussion, together with the limitations of low significance.

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The number of terminological problems indicated by the students was also hypothesised to show relations to performance, in consequence correlation tests were carried out both in the HT and in the PE group. In the HT group, the number of terminological problems identified showed significant correlations with both fluency errors and the total number of errors (fluency: Pearson r = .651, p < .01, total error number: Pearson r = .652, p < .01). No significant correlations were found in the PE group.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

For the PE condition, correlations between the time taken to complete the task and perception of the task could be computed, too. The only significant correlation was found between time on task and the belief that PE helped because it saved typing time. The correlation was positive, and again, moderate to strong (Pearson r = –.61, p < .05), indicating that those who worked fast felt that PE helped by releasing them from typing, which sounds logical.
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