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105<br />

no wbt error was found in the only six-word ngp which occurred<br />

in the texts administered to the Nursing Group.<br />

Table 10<br />

Length <strong>of</strong> ngps <strong>an</strong>d the error rates per <strong>students</strong>,<br />

in each ngp, in wb t <strong>an</strong>d i rg <strong>errors</strong>, with the<br />

correlation rates <strong>of</strong> both types <strong>of</strong> <strong>errors</strong>.<br />

Specific texts tr<strong>an</strong>slated <strong>by</strong> the Nursing Group<br />

Number <strong>of</strong> <strong>students</strong>: 38<br />

N. length<br />

error<br />

<strong>of</strong> ngps 3 r<br />

NT<br />

rate per<br />

student, in<br />

each ngp (%) N.<br />

2wg 3wg 4wg 5wg 6wg Correlation rate<br />

wbt 0,35 0,61 0,93 1,32 - 0,99 = 99%<br />

irg 0,29 0,64 0,75 - 5,26 0,86 =86%<br />

From the results obtained, we see that there is a<br />

correlation between the length <strong>of</strong> the ngps <strong>an</strong>d the error<br />

rates<br />

per student, in each ngp. Thus, the results<br />

presented in Tables<br />

8, 9, <strong>an</strong>d 10 show that in both types <strong>of</strong> texts, either in the<br />

specific or in the non-specific ones* the error rates per<br />

student, in each ngp, increase as the number <strong>of</strong> words<br />

forming<br />

a ngp also<br />

increases.<br />

5.6.1. Comments on the results from the statistical tests<br />

The sequence <strong>of</strong> the structural<br />

elements <strong>of</strong> ngps has<br />

exerted <strong>an</strong> influence on the interpretation<br />

<strong>of</strong> ngps <strong>by</strong> those EL I<br />

<strong>students</strong>, despite the result produced <strong>by</strong> the application <strong>of</strong> the

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