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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3.5 Changes between the beginning and the end of the training period

3.5 Changes between the beginning and the end of the training period

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The main question of this study is how students’ translation and post-editing subcompetencies, their performance and the relationship between the two had changed during the training period. This will be presented in this section.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

As commonly seen in longitudinal studies, a major problem was presented by subject drop-out and/or non-compliance. Non-compliance in this context meant that subjects did not exactly follow instructions and post-edited in the second wave, even if they were instructed to do from-scratch translation (or the other way round). Table 25 shows the distribution of students working in the HT and the PE work-mode in the first and second data collection waves.
 

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Table 25 Number of Students in Each Condition Combination Across the Two Data Collection Waves
Combination of conditions
Number of students
HT1 and HT2
10
PE1 and PE2
13
HT1 and PE2
3
PE1 and HT2
1
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Because of non-compliance, some subjects had to be excluded from a number of analyses (e.g., comparing translation and post-editing performance at the beginning and the end of the training). In other cases, it simply had to be determined whether students would be assigned to their first-year or second-year group (e.g., when comparing language competence between the beginning and the end of the training). It was decided that, whenever possible, comparisons will be carried out on the basis of students’ second-year work mode.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In the following chapters, changes in students’ language competencies, beliefs about translation, thematic knowledge and translation performance will be presented, followed by an outline of the changes in students’ task-perception.

3.5.1 Language competence

3.5.2 Beliefs about translation

3.5.3 Thematic (background knowledge)

3.5.4 Translation and post-editing time (time on task)

3.5.5 Translation and post-editing performance (error numbers)

3.5.6 Changes in students’ perception of the translation and post-editing process – the follow-up questionnaire

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