Volume 18, Issue 2
  • ISSN 0924-1884
  • E-ISSN: 1569-9986
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Twenty-two translation students translated two texts using Translog keystroke-monitoring software, once at the beginning of their studies and again three semesters later. Performance on the two measures of interference, lexicalizable strings and false cognates, improved significantly among both the students working into L1 and those working into L2. Students working into L1 found the task as difficult after three semesters as they had at the beginning of their studies. For students translating into their L2, translation did get significantly easier as judged by the objective measures of time and keystrokes, but the students’ subjective assessment of difficulty and satisfaction was unchanged. This study also indicates that students appreciate the contribution of translation theory to practice.


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