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Márta Lesznyák: A longitudinal investigation of translation trainees’ translation and post-editing competence development I
A longitudinal investigation of translation trainees’ translation and post-editing competence development I
Translating an academic abstract
Márta Lesznyák
Copyright Page
List of Tables
List of Figures
List of Abbreviations
Series editors’ foreword
Acknowledgements
Introduction
1 Literature review
2 Methodology
3 Results and Discussion
4 Summary and conclusions
References
Appendices
Eszköztár
Tartalomjegyzék
A longitudinal investigation of translation trainees’ translation and post-editing competence development I
Copyright Page
List of Tables
List of Figures
List of Abbreviations
Series editors’ foreword
Acknowledgements
Introduction
1 Literature review
1.1 Definitions of basic terms
1.1.1 Translation
1.2.1 Translation revision
1.1.3 Post-editing
1.1.4 Competence
1.1.4 Expertise
1.2 Translation competence
1.2.1 The PACTE Group’s model
1.2.2 Susanne Göpferich’s TransComp model
1.2.3 The EMT model
1.3 The development of translation competence
1.3.1 The PACTE model of translation competence acquisition and the research based on the model
1.3.2 Carla Quinci’s research on the development of translation competence
1.3.3 Göpferich’s longitudinal investigation – the results of the TransComp project
1.4 Translation revision competence – “the older sibling” of post-editing competence
1.5 Machine translation, post-editing, and post-editing competence
1.5.1 The emergence of machine translation (MT) and its integration into the translation workflow
1.5.2 The status of post-editing in the language industry
1.5.3 Translation competence vs. post-editing competence
1.5.4 The first post-editing competence model – Rico and Torrejon (2012)
1.5.5 The post-editing competence model of Nitzke, Hansen-Schirra, and Canfora (2019, 2021)
1.5.6 Survey studies on PE competence and skills
1.6 Empirical studies on post-editing
1.6.1 The productivity of post-editing
1.6.2 The quality of post-edited texts
1.6.3 Errors specific to post-edited texts
1.6.4 Translators’ attitude to post-editing
1.6.5 Perceptions of PE (real-life experiences with and reactions to working with PE)
1.6.5.1 Perceptions of difficulty in traditional human translation and post-editing
1.6.5.2 Comparisons between translation and post-editing
1.6.6 The role of language competence in post-editing performance
1.6.7 Digital, info-mining and thematic competencies
1.6.8 The role of affective factors in PE performance
1.7 Post-editing research in Hungary
1.8 Translator training in Hungary and at the University of Szeged
1.9 Rationale for the present project
2 Methodology
2.1 Background to the present research – The Szeged Translation Competence research project – aims and objectives
2.1.1 The sample
2.1.2 Materials
2.1.3 The data collection procedure
2.2 The development of translation and post-editing competence: the longitudinal investigation
2.2.1 Research questions
2.2.2 The sample
2.2.3 Materials
2.2.4 Data collection procedures for the longitudinal study
2.2.5 Methods of data analysis
3 Results and Discussion
3.1 Novices (1st year students at the beginning of their studies)
3.1.1 English language competence
3.1.2 Beliefs about translation
3.1.3 Thematic (background) knowledge
3.1.4 Translation/post-editing time
3.1.5 Translation/post-editing performance
3.1.6 The Follow-up Questionnaire
3.1.6.1 Perceived task difficulty
3.1.6.2 Terminological problems named by students
3.1.6.3 Post-editors’ experiences with the task
Speed and effort as compared to HT
Special features of PE that support the work of the translator
The challenges of PE
3.1.7 Correlations between students’ task perception and their performance on the translation and post-editing task
3.1.8 Translation competence elements’ relation to performance
3.1.9 Translation performance and time on task
3.2 The discussion of novices’ results
3.2.1 Students’ language proficiency, thematic knowledge and beliefs about translation at the beginning of translation training (research question 1.1 to 1.3)
3.2.2 Performance indicators in the first year of training (time on task and error numbers) (research questions 1.4 and 1.5)
3.2.2.1 Time on task
3.2.2.2 The quality of the target texts (error numbers)
3.2.3 The translation and the post-editing experience (research question 1.6)
3.2.4 Correlations between sub-competencies, task-perception and performance measures in the first data collection wave (Research question 1.7)
3.2.4.1 Correlations between sub-competencies and performance measures (time on task and error numbers)
3.2.4.2 Correlations between indices of task perception and performance measures
3.2.5 Key findings of the first data collection wave
3.3 Advanced students (2nd year students at the end of their studies)
3.3.1 English Language competence
3.3.2 Beliefs about translation
3.3.3 Thematic (background) knowledge
3.3.4 Translation/post-editing time
3.3.5 Translation/post-editing performance
3.3.6 The Follow-up Questionnaire
3.3.6.1 Perceived task difficulty
3.3.6.2 Terminological problems named by students at the end of their training
3.3.6.3 Post-editors’ experiences with the task
Speed and effort as compared to HT
Special features of PE that support the work of the translator
The challenges of PE
3.3.7 Correlations between students’ task perception and their performance on the translation and post-editing task
3.3.8 Translation competence elements’ relation to performance
3.3.9 Translation performance and time on task
3.4 The discussion of advanced students’ results
3.4.1 Students’ language proficiency, thematic knowledge and beliefs about translation at the end of translation training (research question 2.1 to 2.3)
3.4.2 Performance indicators at the end of the training (time on task and error numbers) (research questions 2.4 and 2.5)
3.4.2.1 Time on task
3.4.2.2 The quality of the target texts (error numbers) in the second data collection wave
3.4.3 The translation and the post-editing experience (research question 2.6) – second data collection wave
3.4.4 Correlations between sub-competencies, task-perception, and performance measures in the second data collection wave (Research question 2.7)
3.4.4.1 Correlations between sub-competencies and performance measures (time on task and error numbers)
3.4.4.2 Correlations between indices of task perception and performance measures
3.4.5 Key findings of the second data collection wave
3.5 Changes between the beginning and the end of the training period
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
3.5.6.1 Changes in perceived task difficulty
3.5.6.2 Terminological problems named by students
3.5.6.3 Changes in post-editors’ experiences
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)
3.6.2 Changes in performance indicators (time on task and error numbers – research questions 3.4 and 3.5)
3.6.2.1 Differences in time on task measures between the first and the second data collection wave
3.6.2.2 Differences in error numbers between the first and the second data collection waves
3.6.3 Changes in students’ perception of the translation and the post-editing task
3.6.4 Changes in correlation patterns between the first and the second data collection wave
3.6.4.1 Changes in correlations between time on task and error numbers
3.6.4.2 Changes in correlations between measures of subcompetencies and performance indices (error numbers)
3.6.4.3 Changes in correlations between task perception and performance
3.6.5 Key findings of the developmental aspect of the study on translation and post-editing competence
4 Summary and conclusions
4.1 A summary of the main findings
4.2 Implications for training
4.3 Limitations of the study
4.4 Suggestions for further analysis and research
4.5 The significance of the study
References
Appendices
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
Appendix 7
Appendix 8
Appendix 9
First data collection wave (first-year students)
Results of Correlation tests
Second data collection wave (second-year students)
Results of Correlation tests
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