Common English Syntactic and Pronunciation-related Errors Made by Trainee Simultaneous Interpreters

Abstract

The crucial aim of this paper is to unveil the common English syntactic and pronunciation errors made by trainee simultaneous interpreters. Knowing these common errors will help interpreting instructors focus on these two linguistic aspects while teaching simultaneous interpreting. In addition, recognising these repetitive errors will give trainee interpreters a clear and focused picture of the errors that they can avoid during their interpreting assignment. A focus on general interpreting is discussed, as well as the main and repetitive syntactic and pronunciation- related errors. Data from 96 trainee interpreters were analysed using the Triangular Model of Interpreting. Study findings showed that grammatical errors were most common and took many forms, such as incorrect pronouns, verb-related errors, to+ infinitive, incorrect use of adjectives, and redundancy of subject and subject-verb order. Pronunciation problems ranked second and included hesitation, mispronunciation, and spoonerism. In addition, it was observed that the number of mistakes made by trainee interpreters depends on their English proficiency, and the direct effect of their mother language