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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3.4.5 Key findings of the second data collection wave

3.4.5 Key findings of the second data collection wave

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In this section, key findings of the second data collection wave will be summarised in a slightly simplified form, and cross-references will be given to the chapters where they are detailed.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

  • No significant differences were found between HT and PE students concerning the time they spent on producing the TT (3.4.2.1 Time on task).
  • PE students showed better performance in general (lower total error numbers) and in terms of accuracy and fluency (3.4.2.2 The quality of the target texts (error numbers) in the second data collection wave, 3.2.2.2 The quality of the target texts (error numbers)).
  • Accuracy errors are the dominant error types in both the HT and the PE group, although their dominance is not as clear-cut as at the beginning of the training (3.4.2.2 The quality of the target texts (error numbers) in the second data collection wave).
  • In the PE group, there were significantly fewer fluency errors than any other error types, suggesting that this is the easiest aspect of post-editing (3.4.2.2 The quality of the target texts (error numbers) in the second data collection wave).
  • The PE students rated the task generally easier than the HT students. Nevertheless, no significant differences were found between the two groups on the specific aspects of difficulty (terminology, thematic knowledge, syntactic complexity) (3.4.3 The translation and the post-editing experience (research question 2.6) – second data collection wave).
  • No dominant difficulty type could be identified in either of the groups. The task was perceived as equally challenging on all three dimensions (terminology, thematic knowledge, syntactic complexity) (3.4.3 The translation and the post-editing experience (research question 2.6) – second data collection wave).
  • Just as in the first year, the students identified mostly terms related to pragmatics as challenging (3.4.3 The translation and the post-editing experience (research question 2.6) – second data collection wave).
  • Second-year students in the PE condition had difficulties identifying terminological problems; they appeared not to have been able to make a clear distinction between terms and ordinary lexis in the ST (3.4.3 The translation and the post-editing experience (research question 2.6) – second data collection wave).
  • In the second data collection wave, post-editors indicated that they perceived the post-editing as faster and easier than traditional from-scratch translation (3.4.3 The translation and the post-editing experience (research question 2.6) – second data collection wave).
  • Students’ responses suggest that the greatest advantage of post-editing is that it saves typing time; however, it does not help with terminology at all (3.4.3 The translation and the post-editing experience (research question 2.6) – second data collection wave).
  • The loss of creativity was not identified as a hindrance to post-editing (3.4.3 The translation and the post-editing experience (research question 2.6) – second data collection wave).
  • At the end of the second year, beliefs about translation emerge both in the HT and the PE condition as a key subcompetence, showing a number of significant correlations with performance indices (3.4.4.1 Correlations between sub-competencies and performance measures (time on task and error numbers)).
  • In the PE group, thematic knowledge is another major factor that is related to some aspects of performance, whereas grammar competence is only related to overall achievement (total number of errors). (3.4.4.1 Correlations between sub-competencies and performance measures (time on task and error numbers)).
  • Devoting more time to the task pays off in both the HT and the PE group, but for HT students, it is accuracy that improves as a function of time, and for PE students, it is terminological correctness (3.4.4.1 Correlations between sub-competencies and performance measures (time on task and error numbers)).
  • Correlations in the HT group suggest that realising the need for thematic knowledge is more important than scoring high on the thematic knowledge test (3.4.4.1 Correlations between sub-competencies and performance measures (time on task and error numbers)).
  • Not being able to decide whether a solution offered by MT is acceptable is a sign of incompetence, and it manifests in lower performance on accuracy (3.4.4.1 Correlations between sub-competencies and performance measures (time on task and error numbers)).
  • A chain of correlation revealed an unsuccessful pattern in some students: those who thought that PE was faster tended to work faster and tended to make more terminology mistakes (3.4.4.1 Correlations between sub-competencies and performance measures (time on task and error numbers)).

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In the next chapter, students’ results at the beginning and at the end of their studies will be compared, and some conclusions will be drawn about the development of translation and post-editing competence.
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