Abstract
The present article aims at presenting the results of an
exploratory post-editing process study carried out in a Belgian university, the
University of Mons. For this experiment, 64 final-year translation students with
no post-editing experience post-edited from English into French parts of five
different institutional texts from the Directorate-General for Translation (DGT)
of the European Commission. They were additionally asked to fill in a
prospective questionnaire and a retrospective one, related to their post-editing
perception and strategies. Four students took part in the experiment on a
separate computer equipped with an eye-tracking device, so that eye-tracking
data could be collected and compared with these students’ questionnaires. We
found that results related to eye-tracking data correlate well with previous
research, and that students’ perceptions of post-editing depend on each
university’s particular context.
