Márta Lesznyák: A longitudinal investigation of translation trainees’ translation and post-editing competence development I
›
3 Results and Discussion
›
3.6 Discussion of changes between the beginning and the end of the training period
›
3.6.1 Changes in the examined sub-competencies (research questions 3.1–3.3)

3.6.1 Changes in the examined sub-competencies (research questions 3.1–3.3)

Jegyzet elhelyezéséhez, kérjük, lépj be.!

A key subcompetence in both translation and post-editing is language proficiency; therefore, it is essential to examine how English language competence develops throughout the training process. Paired samples t-tests showed that grammar competence did not change between the beginning and the end of the training. At the same time, however, significant development was observed in reading proficiency. It was also shown that, in contrast to B English students, C English students’ reading skills development was significant, suggesting that the majority of the growth observed in the total sample comes from C English students.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

What is remarkable about these results is that they suggest that extensive translation (i.e., the two-year training) may contribute to reading skills development but not to grammar competence development. It is very important to stress here that the translation training program in Szeged includes language courses, though not in a large number (one course each semester = 90 minutes per week), and they are general (integrated skills) language classes with no special focus on developing reading. As the content of language classes was not controlled, the idea that translation as an activity can contribute to reading skills development can only be seen as a tentative explanation.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In line with our expectations, beliefs about translation scores increased significantly between the beginning and the end of the training. End-of-training scores were similar to those reported for translation trainees and professional translators in M. Lesznyák et al. (2023, 2025b). Clearly, an aim of translator training is to shape students’ beliefs about translation and to instil views and principles that support the translation process and that are flexible enough to be transformed should the demands of the profession change. The training program looks successful in this respect. The drivers of change could be explicit translation theory classes, implicit messages inscribed in feedback on translations and the spontaneous realisation of some principles on the part of the students themselves. As will be shown, the development of translation-related beliefs is a major change which has an impact on translation performance, too.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The specific thematic knowledge related to the topic of the translation/post-editing task, that is, linguistic background knowledge, has not shown any growth, but as students did not receive any instruction or input in it, this finding did not come as a surprise. No change was anticipated concerning thematic knowledge.
chevron_left
chevron_right
Tartalomjegyzék navigate_next
Keresés a kiadványban navigate_next
A kereséshez, kérjük, lépj be!
Könyvjelzőim navigate_next
A könyvjelzők használatához
be kell jelentkezned.
Jegyzeteim navigate_next
Jegyzetek létrehozásához
be kell jelentkezned.
    Kiemeléseim navigate_next
    Mutasd a szövegben:
    Szűrés:
    Kiemelések létrehozásához
    MeRSZ+ előfizetés szükséges.
      Útmutató elindítása
      delete
      Kivonat
      fullscreenclose
      printsave