Reducing Pragmatic Errors in Translation Through Interlanguage-Aware Pedagogical Strategies

Abstract

Pragmatic competence constitutes a core component of translation competence and directly affects the effectiveness of intercultural communication. However, pragmatic errors frequently occur in translation learning and training, particularly among learners operating in a second-language environment. Drawing on interlanguage theory, this study investigates how the permeability and stability of learners’ interlanguage systems contribute to both linguistic and sociolinguistic pragmatic errors in translation output. Rather than treating pragmatic failure as a mere performance problem, the paper conceptualizes such errors as systematic manifestations of interlanguage development. Through theoretical analysis and illustrative examples, the study demonstrates that negative language transfer and fossilization play a crucial role in shaping recurrent pragmatic deviations in translation. On this basis, the paper proposes interlanguage-aware pedagogical strategies for translation education, including input-oriented training, functionalist translation pedagogy, and reflective use of computer-assisted translation tools. The study aims to provide both theoretical insight and practical guidance for improving pragmatic competence in translation teaching and learning.