towards an analysis of errors made by university students ... - DSpace

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probably their knowledge of the subjects in those two nonspecific
texts was limited and the linguistic difficulties
posed by ngps were not overcome to the point of equalling the
results in both types of texts.
The obstacles posed by ngps in the. specific and
nonspecific
texts have not been overcome by the Physics
students.
The statistically significant number of wbt and i rg errors makes
us believe that those students' knowledge of the subjects was
not sufficient for them to cope with the difficulties
in ngps.
Tabl e 3 shows the number of wbt and i rg errors made
by each group of students, the number of ngps and the error
rate
per student, in each ngp, in the non-specific
texts.
Although both groups of students have translated the
same two non-specific texts, it is necessary to present
the
estimation
of the error rate per student, in each ngp, in each
group of students, separately, since we want to verify
whether
there is any discrepancy between the average of error rates per
student, in each ngp, in the non-specific texts, and the
of error rates per student, in each ngp, in the specific
average
texts,
in each group of
student.
From the table below we see that the
twenty-four
Physics students made 33 wbt and i rg errors, in the two
nonspecific
texts, which presented a total of 91 ngps, and the
average of error rate per student, in each ngp, was
1,52%.The
total of 30 wbt and i rg errors in the same non-specific texts
was produced by the thirty-eight Nursing
students, and the
average of error rate per student, in each ngp, was 0,91%.