Abstract
This paper reports on the results of a process-oriented longitudinal study focusing on the use of online translation resources by translation trainees during a specific human translation (HT) or post-editing (PE) task. It focuses on how students’ resource dominance changes over the four semesters of training: human translators’ and post-editors’ online resource use is also compared, as are students’ research strategies in terms of (1) the types of resources, (2) the frequency of resource use and (3) the time spent on resource consultation at the beginning and the end of their training.