A longitudinal investigation of translation trainees’ translation and post-editing competence development I. - 3.3.3 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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3.3 Advanced students (2nd year students at the end of their studies)

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3.3.3 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_651/#m1364alittt_651 (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_651/#m1364alittt_651)

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_651/#m1364alittt_651)

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The same bilingualism/pragmatics background knowledge test was used to map students’ familiarity with the topic of the source text in the two data collection waves. Table 19 provides descriptive statistics for second-year students’ test scores. Figures suggest that their knowledge about the relevant linguistic topics is average. Independent samples t-tests showed no significant correlations between human translators and post-editors (HT: M = 5.09, SD = 1.81; PE: M = 5.33, SD = 1.68, t(24) = –0.352, p = .728).

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