Error Analysis in Consecutive Interpreting of Students With Chinese and English Language Pairs

Abstract

Error analysis is a very important approach to understand problem triggers of the processing capacity of interpreting students. Problem triggers has been studied by scholars of Interpreting Studies, such as Daniel Gile, a representative of cognitive processing paradigm, and others. An error analysis focusing on students is meant to understand what problems the students meet with in the process of training, and is also meant to discuss on the possibility of avoiding the errors through adequate training.
A preliminary analysis has shown that though with good basic knowledge of English, students did make errors in the face of the problem triggers. Hypothesis can be formed based on literature review and a preliminary analysis. Hypothesis 1: Numbers can be problem triggers for students in consecutive interpreting. Hypothesis 2: Nouns (or names) can be problem triggers for students in consecutive interpreting. Hypothesis 3: Logical relationship can be a problem trigger for students in consecutive interpreting.