Earticle

초록

영어

Although note-taking inarguably plays an important part in consecutive interpreting, prescriptive teaching of note-taking strategies can be challenging as the technique remains highly individual and requires practice. The constructivist approach has thus been embraced by a handful of researchers in the last few years to encourage group work and help students maximize learning outcomes. This study incorporates this recent direction in note-taking research to explore how students co-construct note-taking knowledge. Six note-taking techniques adapted from Rozan – verticality, nuance markers, symbols and abbreviations, noting the idea, links and logical connections, dynamic note-taking – were used as first year T&I graduate students engaged in constructivist classroom discussions and activities over the course of six weeks. Students’ experiences were captured in the form of journals and survey, which hinted at continued integration of new knowledge with the existing ones. As students engaged in group exercises designed to encourage inquiry-based learning and personal reflection, prior knowledge was brought to the learning process, thereby enabling students to shape and reshape their own concepts of note-taking. This study is expected to prompt interpreter trainers and learners to explore new possibilities for teaching and learning note-taking, thereby encouraging new knowledge formation.

목차

Abstract
I. 들어가는 말
II. 이론적 배경
1. 노트테이킹 교육 선행연구
2. 구성주의 학습이론과 노트테이킹 교육
III. 연구방법
IV. 분석결과
1. 노트테이킹 원칙별 결과
2. 설문조사 및 저널 결과
V. 논의
VI. 결론
참고문헌
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키워드

저자

• 임세인 [ Im, Sei-inn | 독립연구자 ] 1저자
• 이주연 [ Lee, Juyeon | 한국외국어대학교 통번역대학원 한영과 부교수 ] 교신저자
• 임향옥 [ Lim, Hyang-Ok | 한국외국어대학교 통번역대학원 한영과 교수 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  통역과 번역 [Interpretation and Translation]

• 간기

  연3회

• pISSN

  1229-6074

• 수록기간

  1999~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 717 DDC 400