English Language Needs of Chinese/English Interpreting Students: an Error Analysis of the Chinese-to-English Short Consecutive Interpreting Test
Tóm tắt
Interpreting is a complex cognitive activity that demands a high level of linguistic competence. To help students achieve proficiency in interpreting, some interpreting programs have started to offer language enhancement courses. However, more research is needed to determine the specific needs of interpreting students and develop suitable teaching methods and materials. This study examines the linguistic features of 146 short consecutive interpreting samples from the Chinese-English Translation and Interpretation Competency Examinations. All samples have passed the accuracy scale. The samples are divided into rating units that received a score of four or five on the delivery scale and those that only received a score of three. The results show the samples that did not pass the delivery scale showed slower rate of speech, contained more disfluency markers and incomprehensible utterances. However, the types of grammatical and lexical errors made did not differ much between samples that passed the delivery scale and those that did not. The pedagogical implications of the results for language enhancement courses for Chinese-English interpreting students are discussed.
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