LINGUISTIC INTERFERENCE AS A CHALLENGE IN TRANSLATOR TRAINING: LEXICAL ERRORS AND METHODS OF THEIR CORRECTION

Abstract

The article addresses the problem of linguistic interference as a challenge in the training of translation students in Ukraine. The authors emphasize that students’ bilingualism is primarily shaped under the influence of a Russian-speaking environment, leading to systematic lexical and phraseological errors in speech and translation. Particular attention is paid to typical manifestations of interference: calques, modification and substitution influenced by the source language, as well as the emergence of persistent deviations that go beyond bilingualism. The study highlights the need for a targeted teaching methodology that not only develops translation skills but also systematically overcomes the consequences of interference. The authors describe their experience in correcting linguistic deviations in the educational process through exercises comparing vocabulary, identifying interference words and expressions, editing texts with deliberate errors, and using electronic dictionaries. The potential of modern digital tools – language corpora, electronic dictionaries, machine translation systems, and artificial intelligence – for enhancing learning efficiency and forming students’ linguistic competence is discussed. The limitations of using AI in editing and translation are also addressed due to the insufficient quality of Ukrainian-language materials and the need for expert evaluation of results. The study emphasizes the importance of developing linguistic awareness, conscious selection of normative language resources, and sensitivity to stylistic and semantic nuances as key to professional translator competence. Prospects for further research include integrating AI tools into the learning process, creating distance courses, and developing comprehensive teaching materials for overcoming different types of linguistic interference.