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

3.3.7 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 were checked in the second-year data, too. Nevertheless, hardly any significant correlations were found (see Appendix 9, Second data collection wave (second-year students), Table 47 and Table 48).

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In the human translator group, it was only terminology errors and perceived thematic (subject matter) difficulty that showed moderate to strong, significant correlation (Pearson r = – 0.67, p < .05). This suggests that those who were aware of how much (linguistic) background knowledge was needed to translate the text made fewer terminology errors. In the PE group, no meaningful correlations could be observed.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

We also checked whether the number of problem terms named by the students was associated with performance. Results show that the number of problem terms showed significant correlation only with accuracy errors, and only in the PE group (Pearson r = –0.52, p < .05). The correlation was moderate and negative, implying that students who specified a higher number of problem terms made fewer accuracy errors in their work. No other significant correlations were found.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

For the PE condition, Pearson’s r correlation coefficients were computed to evaluate the relationship between the time taken to complete the task and the perception of the task. Significant correlations were found between time on task and both the belief that PE was easier than HT (Pearson r = –.66, p = .01) and the belief that PE was faster than HT (Pearson r = –.68, p < .01). The correlation was negative, and again, moderate to strong, indicating that those who worked fast felt that PE was easier and faster than HT. It must be noted here that a moderate, significant correlation was observed between the variable “PE easier than HT” and “PE faster than HT” (Pearson r = 0.55, p < .05), suggesting that the two factors may overlap in students’ minds (e.g., as it is easier, it is faster, etc.). Additionally, a marginally significant, positive correlation was observed between the belief that PE was easier and terminology error numbers (Pearson r = .50, p = .06).

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Post-editing-specific items on the questionnaire brought a few interesting, significant correlations, too. Those who agreed that it was difficult to decide whether the MT output was acceptable, were inclined to make more accuracy errors (Pearson r = .588, p < .05). Those, however, who complained about the lack of creativity tended to commit a lower number of errors in general (Pearson r = –.498, p = .059), and fluency (language) errors (Pearson r = –.588, p < .05), in particular.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Finally, those post-editors who thought that post-editing helped because there was no need to check terminology named significantly fewer terms than those who did not agree with this statement (Pearson r = .545, p < .05).
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