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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3.4.4 Correlations between sub-competencies, task-perception, and performance measures in the second data collection wave (Research question 2.7)
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3.4.4.2 Correlations between indices of task perception and performance measures

3.4.4.2 Correlations between indices of task perception and performance measures

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As outlined in Chapter 1.6.5 Perceptions of PE (real-life experiences with and reactions to working with PE), the emotional and cognitive traces a task leaves on the translator may be associated with their performance. This potential relationship will be examined in this chapter.

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Correlations between students’ perception of the task (that is, their answers to the follow-up questionnaire) and their translation/post-editing performance showed comparatively few, but meaningful, significant correlations.

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In the human translator group, terminology errors and perceived thematic (subject matter) difficulty 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.

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When interpreting this finding, it must be pointed out that (a) thematic competence did not have a significant correlation with performance (see Chapter 3.3.8 Translation competence elements’ relation to performance), and (b) the thematic knowledge test was taken before the translation task. Combining these findings and information can lead to the conclusion that it is not thematic knowledge per se that is related to performance in the HT group, but the awareness that thematic knowledge is important in the process. It can be assumed that students with this awareness compensated for their lack of knowledge during the process, which resulted in an increased number of correct terms used.

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The number of problem terms identified by students 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 could recall and specify more problem terms made fewer accuracy errors in their work. As suggested above (see Chapter 3.4.3 The translation and the post-editing experience (research question 2.6) – second data collection wave), allocating attention during the post-editing process may influence later recall. Thus, those who allocate more attentional resources to the task in general and to some specific aspect of the task in particular will produce a more accurate target text.

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For the PE condition, some additional correlations could be calculated as the questionnaire included some specific questions. Statistical analysis showed that correlations were significant between time on task and both the belief that PE was easier than HT and the belief that PE was faster than HT. The correlations were negative, indicating that those who worked fast (needed less time) felt that PE was easier and faster than HT. Additionally, a moderate, significant correlation was observed between the variable “PE easier than HT” and “PE faster than HT”, suggesting that the two factors may overlap in students’ minds (e.g., as it is easier, it is faster, etc.). Moreover, a marginally significant, positive correlation was found between the belief that PE was easier and terminology error numbers (Pearson r = .50, p = .06). This could be interpreted as a tendency to commit more terminology errors when thinking that the task is easier than from-scratch translation.

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In the post-editing specific part of the questionnaire, further interesting correlations were identified. Those who agreed that it was difficult to decide whether the MT output was acceptable were inclined to make more accuracy errors. Those, however, who complained about the lack of creativity of post-editing tended to commit a lower number of errors in general, and fluency (language) errors, in particular. These results have important implications. Apparently, indecision on the students’ behalf reflects existing shortcomings in some of the competencies, which ultimately lead to lower performance in accuracy. Further investigations are needed to reveal what exactly these sub-competencies are, although it cannot be ruled out that there may be individual differences with regard to this. In other words, for some, it may be language, for others, thematic knowledge, etc.

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As for the creativity aspect of the task, the finding is even more intriguing. In Chapter 3.3.6.3, it was shown that, overall, students did not have the impression that the lack of creativity in post-editing would hinder their work. Nevertheless, the few who felt that the task was not creative enough and this had a negative effect on their performance actually did better in general and in terms of fluency, in particular. This may indicate that some underlying variable(s) (e.g., a unique view on language and translation, giftedness in language processing) influence both the attitude to creativity and the performance.

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Finally, the 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. A possible explanation of this finding is that those who think that MT offers more or less correct terminology will pay less attention to terms while post-editing and, therefore, will not be able to recall as many terms as their peers.

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Although the number of challenging terms identified by students did not show significant correlations with performance, terminology clearly emerges as a central concern in post-editing. This is supported by a chain of correlations that can be constructed from findings in this chapter and the previous chapter. The chain reveals that those students who thought that PE was faster tended to work faster and tended to make more terminology mistakes. It is difficult to tell whether students who exhibit this pattern have a generally superficial and sloppy attitude to work, or whether the pattern reflects a mental misrepresentation of post-editing as some sort of “fast fix”. This remains to be elucidated by further research.
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