口譯評量以及譯文錯誤分析在口譯學習過程中扮演重要角色，然而當前國內文獻普遍將口譯評量以及錯誤分析分開討論，較少將錯誤分析置於考試的情境下探討。本研究蒐集2021年至2023年共三年度師大輔大中英口譯聯合專業考同步口譯英譯中考科的考生錄音檔，採用Barik (1971)的同步口譯錯誤分類架構進行質性分析，將考生的譯文錯誤予以歸類，並一併計算出考生譯文的聽譯時間差（Ear-Voice Span），運用卡方檢定（Chi-Squared Test）探討口譯錯誤與聽譯時間差的關聯。
研究發現，三年度整體考生前三大最普遍出現的錯誤依序為：「字詞跳漏」、「輕度語義錯誤」、「顯著語義錯誤」。若分為通過組與未通過組討論，通過組考生前三大最普遍出現的錯誤依序為：「字詞跳漏」、「輕度語義錯誤」、「輕微措辭變更」。未通過組考生前三大最普遍出現的錯誤則依序為：「字詞跳漏」、「顯著語義錯誤」、「顯著措辭變更」。未通過組考生較長出現的錯誤嚴重性普遍較通過組考生更高。在平均聽譯時間差方面，本研究所得各考生平均聽譯時間差範圍為2.1秒至5.8秒，相較陳佳惠（2012）同步口譯英譯中聽譯時間差的研究發現略長，但與Chang（2009）及張家豪（2018）等同步口譯中譯英研究所得的聽譯時間差比較則稍短。通過組考生的平均聽譯時間差較未通過組短大約1秒，通過組為3.2秒，未通過組為4.0秒。本研究經卡方檢測後，發現總共十一個錯誤類別中，共「未解及延誤而漏」、「輕度語義錯誤」、「顯著措辭變更」等三類的聽譯時間差分布與整體錯誤的聽譯時間差分布之間存在顯著差異。
本研究探討口譯學生於聯合專業考中同步口譯英譯中考科的譯文錯誤以及聽譯時間差，期盼能夠使國內口譯評量與錯誤分類的研究面向更臻完備。在口譯教學上，本研究的成果能夠幫助口譯教師更加了解口譯學生在考試情境下較普遍出現的錯誤，也能夠幫助口譯學生對於聯合專業考有更深入的認識，在準備專業考上更能做好充足準備。

Interpreting examinations and error analysis play a significant role in the process of interpreting learning. However, current domestic research generally discusses interpreting assessment and error analysis separately, very few of which discuss error analysis in the context of examinations. This study collected recordings of candidates in the professional examinations in Chinese-English conference interpretation jointly held by National Taiwan Normal University and Fu Jen Catholic University from 2021 to 2023. It employed the error categorization framework for simultaneous interpreting proposed by Barik (1971) and conducted qualitative analysis to categorize errors made by test takers. Additionally, the study calculated the Ear-Voice Span (EVS) of the test takers’ translations and utilized Chi-Squared Test to explore the association between interpreting errors and EVS.
The study found that the top three most common errors made by candidates were skipping omissions, mild semantic errors, and gross semantic errors. When discussing the passing and non-passing candidates separately, the top three most common errors made by candidates in the passing group were skipping omissions, mild semantic errors, and mild phrasing changes. In contrast, the top three most common errors made by candidates in the non-passing group were skipping omissions, gross semantic errors, and gross phrasing changes. In a word, errors in the non-passing group tended to be more severe compared to those in the passing group. Regarding the average EVS, the study found that candidates' average EVS ranged from 2.1 seconds to 5.8 seconds, slightly longer than that found in Chen's (2012) study on Chinese-English simultaneous interpreting EVS but slightly shorter compared to those found in Chang (2009) and Zhang's (2018) studies on simultaneous interpreting from Chinese to English. The average EVS of candidates in the passing group was approximately 1 second shorter than that of candidates in the non-passing group, with 3.2 seconds for the passing group and 4.0 seconds for the non-passing group. Through Chi-Squared Test, the study found significant differences in the distribution of EVS for three error categories: comprehension and delay omissions, mild semantic errors, and gross phrasing changes.
This study explores interpreting errors and EVS of candidates in the professional examinations in Chinese-English conference interpretation, aiming to enhance the comprehensiveness of interpreting assessment and error analysis research in Taiwan. In interpreting teaching, the findings of this study can help interpreting instructors better understand common errors made by interpreting students in the context of examinations, as well as help interpreting students gain deeper insights into the professional examinations and make better preparations for the examinations.

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