| For student interpreters,it is quite common for them to make mistakes while encountering a consecutive interpreting task with a high density of technical terms.In the process of recognizing and correcting terminology interpretation errors,they mainly focus on linguistic errors,and pay little attention to the overall contexts and skopos of interpreting tasks.Under this background,the research attempts to explore following questions: 1.What kinds of terminology errors do student interpreters make in E-C consecutive interpreting? 2.What causes these errors?With two pieces of materials selected and 10 MTI students from CFAU participating in this study,the researcher carried out a mock E-C consecutive interpreting experiment and interviews.Functional classification of errors was used to guide this research.Later,qualitative analysis of experiment data and interview results was conducted.By examining text features,target receivers,specific cases of this experiment,and interview results,the researcher found three kinds of terminology interpretation errors and their triggers: 1.pragmatic errors,including the lack of necessary additional information to target receivers,redundant information to target receivers,and misleading expressions to target receivers.This kind of problems arises from the lack of target receiver awareness.2.cultural interpretation errors,like false concepts due to cultural difference and poor readability resulting from cultural factors.They are basically caused by the insufficient accumulation of background knowledge,and the weak consciousness in culture and expression habits.3.linguistic interpretation errors,covering misused words or omission due to misunderstanding,misused words due to ignorance of register and wordy output and fabricated additional information.They are closely related to the lack of knowledge in professional areas,the misuse of register and the ignorance of context.In addition,the deficiency in language ability and inappropriate effort distribution are common causes of various errors. |
