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

3.5.6.1 Changes in perceived task difficulty

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It can be hypothesised that students’ perception concerning the difficulty of the task changes as they advance with their studies. To test this hypothesis, paired samples t-tests were conducted on data collected in the first and second waves. Data analyses were performed in the HT and PE groups separately. Table 32 shows how perceived task difficulty changed in the HT group between the first and the second data collection wave. What stands out is that students at the end of the second year did not find terminology as challenging as at the beginning of their studies (the difference between the mean scores is significant). There is a trend towards significance in syntactic difficulty, too, whereas the perception of general difficulty and thematic difficulty has not shown any significant changes.
 

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Table 32 Differences Between Perceived Task-Difficulty in The First and the Second Year (HT Condition, n = 9). Results of the Paired Samples T-Tests
 
First year
Second year
 
 
 
M
SD
M
SD
t-test
p
general difficulty
3.44
0.726
3.00
0.866
1.512
.569
terminology-related difficulty
3.67
0.50
2.78
0.833
4.438
.002
thematic knowledge-related difficulty
3.11
0.93
2.89
1.05
0.800
.447
syntactic difficulty
3.78
1.20
3.00
1.00
2.135
.065
Note. M = mean, SD = standard deviation
 

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First and second year data on perceived task difficulty for the post-editor group are presented in Table 33. As can be seen, all the differences are significant, suggesting that students saw the same post-editing task in a very different light at the end of their training than at the beginning. In more exact terms, they found the task much easier at the end of their training than at the beginning.
 

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Table 33 Differences Between Perceived Task-Difficulty in the First and the Second Year (PE Condition, n = 12). Results of the Paired Samples T-Tests
 
First year
Second year
 
 
 
M
SD
M
SD
t-test
p
general difficulty
3.42
1.00
2.42
0.90
3.633
.004
terminology-related difficulty
3.50
0.91
2.92
1.00
2.244
.046
thematic knowledge-related difficulty
3.33
0.89
2.58
1.00
2.283
.043
syntactic difficulty
4.00
0.85
2.75
1.22
4.103
.002
Note. M = mean, SD = standard deviation
 
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