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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3.3.6 The Follow-up Questionnaire
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3.3.6.2 Terminological problems named by students at the end of their training

3.3.6.2 Terminological problems named by students at the end of their training

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Just like at the beginning of their studies, students were asked at the end of their training to name terminological problems they struggled with. Unfortunately, 4 human translators and one post-editor did not fill in the follow-up questionnaire at all. Out of those who did fill in the questionnaire, 100% of the human translators (n = 11) and 93.33% (14 out of 15) post-editors named at least one problem. Terms named by the students were quantified in the same way as in the first data collection wave. This way, binary (yes/no – 1/0) variables were created, and all further calculations and analyses were carried out with these variables.

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The frequencies of the terminological problems are presented in Table 22. To confirm whether there was a significant difference in the number of various terminological problems human translators and post-editors recognised, chi-square tests were performed. Similarly to the first year, no significant differences were found between the two groups (HT and PE) on any of the problems.
 

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Table 22 Frequencies of Terminological Problems Reported by Students in Each Work Mode (HT/PE) at the End of the Second Year
 
HT (n = 11)
PE (n = 15)
 
 
 
 
n
%
n
%
Total (%)
Chi-square test (df = 1)
sig
conversational violations (test)
7
63.6%
11
73.3%
18 (69.2%)
0.280
.597
conversational understanding
7
63.6%
8
53.3%
15 (57.7%)
0.276
.599
Gricean maxims
4
36.4%
3
20 %
7 (26.9%)
0.864
.353
L2 vocabulary
2
18.2%
2
13.3%
4 (15.4%)
0.115
.735
communicative responses
1
9.1%
4
26.7%
5 (19.2%)
1.262
.261
redundancy
1
9.1%
0
0%
1 (3.8%)
1.418
.234
Note. n = frequency (raw count). Percentages may exceed 100% as multiple responses were permitted.
 

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As can be seen in Table 22, second-year students named the very same terms as in the first data collection wave, and most of the time, these terminological problems were related to pragmatics (conversational violations, conversational understanding and Gricean maxims).

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As in the first year, some students identified problems that were not terminological, but referred to general words, phrases or sentences (e.g., “enhanced ability”, “appreciate responses”). In line with the analysis carried out on the first-year data, 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. Just like in the first data-collection wave, it was found that post-editors named a significantly higher number of such problems (M = 0.87, SD = 0.990) than human translators (M = 0.18, SD = 0.405, t(24) = –2.417, p = .041).

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The two groups (HT and PE) were also compared on the total number of terminological problems they named (including the “other” category), but no significant differences were found between them (HT: M = 2.18, SD = 0.87, PE: M = 2.73, SD = 1.53, t(24) = –1.069, p = .296).
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