An Analysis of Common Errors in Chinese-Korean Simultaneous Interpretation by Chinese Learners of the Korean Language and Strategies for Improvement - Focusing on Grammatical and Lexical Errors.

This study aims to examine grammatical and lexical errors present in the Chinese-Korean simultaneous interpretation performances of Chinese learners of Korean. By identifying specific error patterns, the study seeks to propose effective training methods to enhance the interpreting skills of these learners. Currently, interpreting classes in graduate schools of interpreting and translation typically revolve around activities to identify errors made by students in their interpretations and suggest appropriate ways to improve them. Hence, accurate diagnosis of learners' interpretation errors is crucial in operating interpreting classes. This study analyzes frequent grammatical and lexical errors present in the Chinese-Korean simultaneous interpretations performed by Chinese learners of Korean at a graduate school of interpreting and translation. The results show that several particular errors occurred more frequently in the learners' use of some postpositional particles, verb endings, tenses, and verb and collocation choices. It is expected that the findings and suggested training approaches in this study will contribute to the interpreting training of Chinese learners of Korean.