Research into linguistic interference

Source text 
Grammatical interference 
[...] why I was taking my toddler with 
me on a speaking engagement [...] 
[...] proč s sebou do práce tahám 
moje batole. 
[...] I returned again and again to that 
feeling the book gave me when I first 
read it: that strange mix of the 
magical and the commonplace [...] 
[...] jsem si pořád přehrával ten pocit, 
který ve mně poprvé zanechala: tu 
zvláštní směsici tajemna a všednosti 
[...] 
[...] which we have translated to the 
social thesis. 
[...] který jsme my změnili na sociální 
teorii. 
That‟s because these kamahi trees 
[...] 
To proto, že tyto stromy kamahi [...] 
Table 6: Grammatical Interference 
English uses demonstratives or other determinants much more than Czech 
does. Students very often directly translate such elements although they are 
redundant in the target text. In the first example included in the table, the 
student was influenced by the source text to the extent that she even committed 

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56 
a blunder; in Czech, the grammatically correct translation would sound: [...] proč 
s sebou do práce tahám své batole.  
Other examples included in this type of interference are literal translations of 
auxiliary verbs, direct translation of parts of speech (involves mainly 
nominalization), grammatical differences concerning the integrity of an 
expression (cases in which an expression is perfectly comprehensible in 
English but, in Czech, it is necessary to insert some element to make it 
grammatically correct) and preferences in the position of certain elements. The 
following table provides concrete examples of these interferences: