Discourse Error Analysis On Interpreting And The Coping Strategies

In interpretation, one of the most striking challenges is its fundamental difficulty forinterpreter. It is almost inevitable in interpretation activities that occurring some discourseerrors. However, as criteria to evaluate working quality, it is rather important to find outreasons and come up with coping strategies. This paper deals with an empirical study ondiscourse errors in consecutive interpretation at early study stage.At early interpreting study stage, performance problems mostly happen in listeningand comprehensive processes after that we may find something interesting. Performanceproblems occur not only in fast, information dense, or highly technical speeches, but alsoin clear, slow speech in which there is no particular obstacles that can be detected.Moreover, discourse errors are found not only in student’s interpretation, but also in thework of seasoned interpreters’. Discourse errors made by professionals in speech segmentcontaining no apparent difficulty are most interesting, and trying to understand the reasonbehind them seems very important.Therefore, this paper is based on experimental research aimed at finding out thereasons of discourse errors on interpreting and then trying to come up with copingstrategies. It seems particularly important to help students understand why interoperatingis so difficult, and possibly provide them with some ideas or methods to reduce or eveneliminate the difficulties. It hopes to help students to improve interpreting capability andenhance fidelity through intentioned training.This paper is divided into four parts. The first part is the experimental research basedon20MTI performances on two articles with similar difficulty level, before and aftertraining courses. The second chapter analyzes the reasons of discourse errors oninterpreting. The third chapter deals with coping strategies for discourse errors. And the lastpart is the conclusion. The result of the experiment shows there’s obvious improvement onstudents’ performance on the second time than the first time, that is to say, they havelearned some useful strategies from the training lesson to cope with the discourse errors.