1. Building Interpreter Accuracy Through Error Analysis Thérèse Marie Mirande, Ph.D. Pierce College Fort Steilacoom

2. Objective: To analyze errors in order to focus skill building on the root of the errors and thereby improve accuracy more efficiently.

3. In order to do this, we will: Identify error types Locate the point in the interpreting process at which the errors occur Identify the underlying cause of the errors Develop strategies for addressing the errors

4. Stages of the Interpreting Process Listening/Hearing the message (CI & SI) OR Reading (ST) in the source language Analyzing the message Message/Memory Converting the message Producing the message in the target language

5. 10 Error Types Duenas González, et al.  – Patrie – Sherwood-Gabrielson et al.

6. 1. Omission Leaving things out – Speaker: “You should take this medication every six hours.” – Interpreter: “You should take this medication every hour.”

7. 2. Addition Adding something that wasn’t in the original. – Speaker: “You can use this voucher at the Shell station on the corner.” – Interpreter: “You can use this voucher to buy gas or coffee at the Shell station on the corner.”

8. 3. Substitution Substituting one idea or word for another – Speaker: “And then that guy slashed the tires of my pickup truck.” – Interpreter: “And then that guy slashed the tires of my bus.”

9. 4. Literal translation Rendering the message in individual word units rather than in chunks of meaning. – Speaker: “How often?” – Interpreter: “¿Cómo a menudo?” [Sounds like “Do I eat often?”]

10. 5. Lexical Using the wrong word – Speaker: “Mr. González, is it true that you have molested your son?” – Interpreter: “Sr. González, ¿es cierto que ha molestado a su hijo?” [Means “Is it true that you have bothered your son?”]

11. 6. Grammar and syntax Inappropriate use of linguistic features and structure. – Speaker: “He hit my mother and stole her purse.” – Interpreter: “He hit my mother and stole his purse.” OR “He hit my mother and stole the purse to her.”

12. 7. Distortion Twisting the total meaning of the original message—often a combination of multiple errors. – Speaker: “They were fighting for the right to speak in public.” – Interpreter: “They were wrestling because of the conservatives talking in the audience.”

13. 8. Register Not matching the speaker’s level of formality – Speaker: “Are you experiencing frequent urination?” – Interpreter: “Do you pee a lot?”

14. 9. Paralinguistic features (Usually omitting) the speaker’s hesitations, hedges, etc. – Speaker: “Well, um, you see, it’s like this, I bought the g…um, I found the gun, yeah, I found the gun in my back yard.” – Interpreter: “I found the gun in my back yard.”

15. 10. Role Stepping outside professional boundaries – Speaker: “I’m going to prescribe metabetanonadryl for you. Take it for two weeks and then come back and see me.” – Interpreter: “I’m going to prescribe metabetanonadryl for you. But you don’t want to take that stuff!! It causes cancer and diabetes and acne. Take it for two weeks and then come back and see me. If I were you, I’d find a new doctor. This guy’s a quack if there ever was one. My brother-in-law is a chiropractor. Here’s his card. I wrote my name on the back. If you tell him I sent you, you will get a 20% discount, and he’ll buy me dinner at the Red Lobster.”

16. Root causes of errors Memory failure Inadequate language proficiency – Depth and breadth of general language – Idioms – Specialized vocabulary Lack of or misplaced focus Panic Insufficient décalage Poor management skills Lack of linguistic flexibility Confusion of relationships between ideas (temporal, causal, etc.)

17. Analysis 1.Record a sample 2.Listen to your sample a)Transcribe OR b)Mark errors on script (if available) 3.Identify errors 4.Identify type, stage and cause of each error THIS REQUIRES HONESTY (You may want to work with a ruthless friend.) 5.Make a plan to focus on the root causes of the error.

18. Interconnection of error types, stage and root causes (examples) ListeningAnalysisMemory/ Message ConversionProduction OmissionAmbient noise Inadequate lang. proficiency in SL Memory failure Lexical error Lack of focus Inadequate language proficiency in SL (general or specialized vocabulary) Inadequate language proficiency in TL (general or specialized vocabulary Pronun- ciation Literal trans- lation Inadequate lang. proficiency in SL (e.g., idiomatic expressions) Inadequate lang. proficiency in TL (e.g., idiomatic expressions)

19. Plan of attack Identified causePossible strategy Ambient noiseDevelop skills for managing interpreting environment Inadequate language proficiency Reading, reading, reading Glossary building (targeting problem areas) Study group with native speaker of your B language (You, too, have something to offer!) Lack of focusIdentify distractions and develop skills Memory failure Memory exercises Note-taking skills Pronunciation Pronunciation drills Accent reduction training

20. And now it’s time to try it yourself! 1.What type of error is it? 2.At what stage of the interpreting process did it occur? 3.What was most likely the root cause of the error? 4.What strategy might help the interpreter improve?