Note-taking skills and comprehension in consecutive interpretation

Lung, Rachel

Babel 1999 45 (4)311-317
(ReLIS:jul:oibfdn:y:1999:v:45:i:4:p:311-317)

Abstract:

The paper touches on how systematic training and in-depth training in note-taking skills are related to comprehension in interpretation. It argues for a more focused role of note-taking in the interpretation curriculum. This paper identifies five factors resulting in interpretation failure based on personal observation of interpretation students' perfor-mance. These factors are timing of note-taking, unit of input, overalí comprehension, fragmentation of memory span, and mental space for meaning processing. The paper concludes that these problems can be alleviated by effective note-taking skills during interpretation. Considering that effective notetaking is one of the major prerequisites for quality interpretation, the nuance of notetaking skills should then be regarded as a separate skill to be trained and developed throughout the interpretation curriculum. Such an observation indicates the need to re-examine the role of note-taking teaching in interpretation class-room. The slight shift of focus in the interpretation classroom, from an overwhelmingly audio evaluation to an audio-visual examination of interpretation quality is likely to broaden the scope of the research dimension in interpretation.

Keywords: Traducción ; Interpretación consecutiva ; Toma de notas ; Formación profesional ; Toma de notas
Pages: 311-317
Volume: 45
Year: 1999
Issue: 4

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