Ez a mű a Creative Commons Nevezd meg! 4.0 Nemzetközi Licenc feltételeinek megfelelően felhasználható.This volume explores changes in the consecutively interpreted target language output of four MA students of interpreting, in the language direction C (English) to A (Hungarian), with the aim of mapping the development of interpreting competence as students progress in their interpreter training. This volume presents the results of a longitudinal study conducted as a part of a comprehensive research project at the Translation and MT Post-Editing Competence Research Centre, University of Szeged. The study involved 31 students and aimed at revealing how translation and post-editing competence develop when students work with an academic text. The analysis presented in the volume also addresses the role of different sub-competences and specific background factors in translation and post-editing performance. The sub-competences and background factors include language competence, thematic knowledge, beliefs about translation and task perception. The study fills a gap in the literature by being one of the few longitudinal studies on translation competence development and, to our knowledge, the only one examining post-editing competence development over time. Findings offer insights into which areas of post-editing competence develop relatively easily, and which require more targeted support in training. The book will be of interest to translation scholars as well as to translation trainers

Hivatkozás mentése: