Within Translation Studies, scholars have usually dealt with diverse typologies of errors; most of them distinguish between translation and language errors. It is common to identify the former with phenomena of meaning, but some authors include in this group all errors that are not strictly related to language. This chapter compares the number of translation versus language phenomena (errors and good decisions) marked, and investigates if either of them has more impact on the overall quality judgment attached to each translation. It also explores whether group differences exist regarding the two types of errors included in the research. The results show that language errors are much more common in translation evaluation; however, translation errors contribute more on the variability of the marks issued. Translation professionals and potential addressees seem to base their marks only on translation issues, whereas translation teachers and students take both types of phenomena into account. Moreover, language errors play a key role on teachers' evaluations, whereas translation errors are more decisive among students. Finally, these effects are discussed and further research is suggested so as to confirm the main findings, which might be of interest both for professional and educational contexts.
