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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3.3.8 Translation competence elements’ relation to performance

3.3.8 Translation competence elements’ relation to performance

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Subcompetencies’ relation to translation performance was checked at the end of the second year, too. Again, in the HT group, associations seemed to be much looser than in the PE group. Notably, only one significant correlation was found in the HT group, and that was between belief test scores and accuracy error numbers (Pearson r = –.851, p <.05). This means that students with more mature views on translation tended to make fewer accuracy errors. (The correlation tables for both the HT and the PE group can be found in Appendix 9, Second data collection wave (second-year students), Table 49 and Table 50).

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In the PE group, several significant correlations were observed (Table 23). What stands out in this table is the increased importance of non-language factors. Subject knowledge is significantly related not only to the total number of errors, but to fluency and style errors, too, and belief test scores show strong, significant correlations with the total number of errors, and marginally significant correlations with accuracy and style errors. The only language-related correlation was found between the total number of errors and grammar competence. Correlations are intermediate to strong.
 

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Table 23 Significant Correlations Between Background Variables and Translation Performance in the Post-Editor Group (n = 16) at the End of the Training (Pearson r)
Variables
Grammar competence (use of English)
Belief test
Subject knowledge (bilingualism)
total number of errors
–.58*
–.76**
–.65**
accuracy errors
n.s.
–.61 (p=.079)
n.s.
fluency errors
n.s.
n.s
–.59*
style errors
n.s.
–.64 (p=.066)
–.51*
Note. * p < 0.05, ** p < 0.01
 
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