Earticle

In the educational field, instructors who understand source texts assess faithfulness (accuracy) and readability while looking at translations in the mirror of source texts. In the other fields, however, clients or readers who cannot comprehend source texts are likely to assess readability only. This paper investigates how ST knowledge influences translation assessment. For a purpose of research, assessment experimental groups are divided into ST knowledgeable group and ST un-knowledgeable group. Both groups are assigned to conduct quantitative evaluation (100 points) and qualitative feedback. Evaluation subjects are eight source texts and their translations. Two source texts are collected from four languages each and every source text has five different target texts. In the analysis of quantitative evaluation, TTs ranked the lowest are concurred between the two groups, while TTs ranked the highest differ. Feedback analysis confirms that ST knowledgeable group places accuracy ahead of readability, while ST un-knowledgeable group puts emphasis on readability. STs whose translation assessments were in stark contrast between the two groups are all three and fall into a genre requiring accuracy.