Error Analysis in the Formal Training for Simultaneous Interpreting

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Published: Jun 10, 2020
DOI: https://doi.org/10.47743/lincu-2020-1-0163
Keywords:
simultaneous interpreting (SI) training error analysis interlanguage discourse

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Oana-Maria Franțescu
Alexandru Ioan Cuza University of Iași, Romania

Abstract

Training interpreters is conventionally understood as predominantly ensuring that they have a sufficient amount of practice in specially equipped laboratories and some theoretical knowledge from the field of translation studies. However, despite the established existence of quality standards for interpreters and their work, very little can be standardized in what concerns their training due to the numerous levels of difference between the languages in which interpretars operate. This paper aims to explore the errors occuring in the basic training of third-year students in simultaneous interpreting by using a selected sample of recorded and scripted speeches delivered in class in the original (Source Language) and Target Language versions. The study focuses on the interpreting issues occuring between English and Romanian and explores the factors these issues originate from.

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How to Cite
Franțescu, O.-M. “Error Analysis in the Formal Training for Simultaneous Interpreting”. Linguaculture, vol. 11, no. 1, June 2020, pp. 87-98, doi:10.47743/lincu-2020-1-0163.
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Vol. 11 No. 1 (2020)
Section
Articles
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Author Biography

Oana-Maria Franțescu, Alexandru Ioan Cuza University of Iași, Romania

OANA-MARIA FRANȚESCU, PhD, teaches in her multiple capacity of lecturer on  the English Department board of “Alexandru Ioan Cuza” University of Iași,  teacher trainer and professional translator and interpreter. Her area of research is  theoretical and applied linguistics, and her publications focus on related topics:  linguistic and cultural aspects of translation, interpreter training, assessment, teaching materials, teaching skills, and culturally conditioned linguistic dynamics.

References

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