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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3.1.8 Translation competence elements’ relation to performance

3.1.8 Translation competence elements’ relation to performance

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One of the central questions of the investigation was to find out how shared components of translation and post-editing competence (beliefs on translation, SL competence, and thematic knowledge) are related to translation and post-editing performance. Correlation analyses were performed in both the human translator and the post-editor group to reveal these associations. The complete correlation tables can be found in Appendix 9. First data collection wave (first-year students), in this section, only significant correlations will be reported.

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Interestingly, no meaningful, significant correlations were found in the HT group. At the same time, a rather puzzling, moderate to strong positive correlation was found between Use of English test scores and terminology errors (n = 10, r = .64, p < .05), implying that those who scored higher on the grammar test made more terminology errors. Possible explanations for these findings will be provided in the Discussion section.

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In the post-editor group, a number of significant negative correlations were found between performance indices and subcompetencies (see Table 15), suggesting that the higher the test scores were, the fewer mistakes students made.
 

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Table 15 Significant Correlations Between Background Variables and Translation Performance in the Post-Editor Group (n = 13) at the Beginning of the Training (Pearson r)
Variables
Grammar competence (use of English)
Reading competence
Subject knowledge (bilingualism)
Total number of errors
–.70*
–.72**
–.52*
Accuracy errors
n.s.
–.58*
n.s.
Fluency errors
n.s.
–.56*
n.s.
Note. * p < 0.05, ** p <0.01
 

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Beliefs about translation showed no significant correlations with any of the performance indices, which can be explained by the small number of participants. (Here, I would like to remind readers that the belief test data is missing for the 2020 sample.) Further explanations for the correlations and the lack of them will be given in the Discussion section. The full correlation table for the PE group can be found in Appendix 9, First data collection wave (first-year students).
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