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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3.2 The discussion of novices’ results
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3.2.4 Correlations between sub-competencies, task-perception and performance measures in the first data collection wave (Research question 1.7)
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3.2.4.2 Correlations between indices of task perception and performance measures

3.2.4.2 Correlations between indices of task perception and performance measures

Jegyzet elhelyezéséhez, kérjük, lépj be.!

A relatively low number of significant correlations were identified between task perception and performance. In the HT group, accuracy errors and perceived terminological difficulty showed a moderate, negative correlation, indicating that a higher awareness of terminological difficulties is coupled with a lower number of accuracy errors in the target text. The correlation is meaningful as terminology and accuracy are interrelated, and increased attention to one may contribute to improvements in the other. It is more the lack of correlation between perceived terminological difficulty and terminology errors that needs clarification. This can be explained by artificially low terminology error counts explained in Section 2.1.2 Materials. In addition, the marginally significant correlation between perceived syntactic difficulty and accuracy errors suggests that higher syntactic awareness leads to fewer accuracy errors. Overall, in the HT group, it is accuracy that seems to be related to task perception indices, and the findings suggest that awareness of terminological and syntactic difficulties is accompanied by more accurate translations.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In contrast to the HT group, correlations in the PE group are positive, implying that in this group, perceived difficulty was linked to failure in overcoming the challenges. Significant positive correlations were identified between global perceived difficulty and fluency errors on the one hand, and with style errors on the other hand. This means that the more difficult a student found the post-editing task in general, the more fluency and the more style errors they made. This finding also means that it is mostly language and style that students cannot improve or correct when they feel that the task is difficult.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The marginally significant positive correlation between the belief that PE helps with terminology and accuracy errors indicates that this is, actually, a false belief that may mislead some students. This has educational implications and suggests that MT’s shortcomings with translating terminology must be explicitly addressed in translation classes.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The number of terminological problems identified by students showed no significant correlations in the PE group. In the HT group, significant positive correlations were observed between the number of terminological problems and fluency errors on the one hand, and total error numbers on the other hand. The correlations are moderate to strong, suggesting that students who named a higher number of problem terms made more fluency errors in their work, and the total number of errors was higher in their translation, too.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Lastly, in the PE condition, a significant, negative correlation was found between time on task and the belief that PE helped because it saved typing time. This time, students’ perceptions are in line with their actual performance, as the correlation indicates that the more students believe that they were released from typing, the faster they worked.
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