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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3.4 The discussion of advanced students’ results
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3.4.1 Students’ language proficiency, thematic knowledge and beliefs about translation at the end of translation training (research question 2.1 to 2.3)

3.4.1 Students’ language proficiency, thematic knowledge and beliefs about translation at the end of translation training (research question 2.1 to 2.3)

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In this chapter, second-year students’ language test scores (reading and grammar), thematic knowledge test scores and beliefs about translation questionnaire results will be analysed. The test scores themselves are of interest because they indicate what level of subcompetencies students reach by the time they leave the training. Additionally, correlation analysis between these test scores and post-editing performance may reveal the relative weight and importance of these subcompetencies in students’ performance.

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The analysis below begins with a focus on language proficiency scores, which is followed by an interpretation of thematic knowledge test scores. Finally, beliefs about translation questionnaire findings will be discussed.

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Mean reading and use of English test scores suggest that the students’ language proficiency is still relatively low at the end of the training. Reading proficiency is estimated at around 46% and grammar proficiency approximately 44%. It must be emphasised again that students were not prepared for the test; as a result, task types were not familiar, which might have contributed to a lower performance.

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Beliefs about translation mean score for the total sample was 58.07, for the HT students it was 59, and for the PE students, 57.44. If we compare these scores to those reported in Lesznyák et al. (2023, 2025b), it can be seen that these values are closest to professional translators’ scores. Thus, it can be concluded that students’ views on translation at the end of their studies are comparable to those required in the profession.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

As already indicated above (3.2.1 Students’ language proficiency, thematic knowledge and beliefs about translation at the beginning of translation training (research question 1.1 to 1.3), the thematic knowledge test employed in the study is not standardised; as a result, far-reaching consequences cannot be drawn from the results. Nevertheless, mean values around 5 indicate that second-year students’ knowledge about the relevant linguistic topics is average as assessed in the study.
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