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Following two surveys conducted in 2003 and 2005 on the topic of interpreting into B, this article aims to narrow the focus and to study any changes that occur in note-taking techniques or habits that manifest themselves when interpreting into B. A questionnaire was sent out to AIIC members across the world and the results were compiled. This article analyzes the results to understand how interpreters feel about the role of note-taking when interpreting into B.The overwhelming majority of the respondents felt that directionality did not affect the way the notes were taken or the language.

The choice of language in note-taking for consecutive interpreting has been a focus of interest for many researchers. Regarding what factors may influence the interpreter’s choice of language, several variables have been suggested in the literature, including the source language (SL) vs. target language (TL) distinction, the A and B language distinction, characteristics of the languages involved, and levels of expertise. The present study examined how these factors may be related to language choices in note-taking for consecutive interpreting that involve Korean and English. Ten first-year students, ten second-year students, and three professional interpreters participated in the study to produce notes in both directions. The analysis of the notes suggests that the participants preferred to take notes in the source language (also A language) when interpreting from Korean to English. In the other direction, less experienced interpreters tended to fluctuate between taking notes in SL and TL (A language), but more experienced interpreters were found to prefer to take notes in SL (B language). Detailed findings and their implications are discussed.

This study aimed to examine the relationship between conference interpretation (CI) and note-taking through an analysis of notes produced by undergraduate students during CI classes. A comparison of the original speech, notes, and the interpretation was made to identify factors which impede accurate interpretation. This study specifically focused on the error types manifested by the students in order to identify teaching points at the undergraduate level of CI instruction. The results showed a pattern where students’ errors appeared to be concentrated in contre-sens or TL mistakes. Among the errors associated with note-taking practices, an analysis was performed on words that were either undeciphered or misdeciphered. Examples include omitting keywords written down during interpretation, misinterpretation of metaphors, grammar mistakes and/or awkward use of language due to source language interference, and misinterpretation due to ineffective arrangement of notes and loss of concentration. The relationship between errors commonly made by undergraduate students during CI and their note-taking practices was examined, and diagnoses were presented to help students improve their note-taking skills and interpretation. Also, educational implications and teaching points were proposed.

Before teaching simultaneous interpretation, most schools of interpretation teach consecutive interpretation since the time lag allows students to fully process the source text before interpreting. One of the crucial elements of consecutive interpretation is note-taking which once mastered becomes second nature to the interpreter. The purpose of this article is to examine the notes of students to determine whether there can be ways to help students improve their note-taking skills. The notes of first year students will be analyzed to determine whether or not the way notes are taken affects the output, and if so, to help students who are struggling with their note-taking skills.

Un des éléments clés de l'interprétation consécutive est la prise de notes. Les étudiants interprètes éprouvent souvent des difficultés à se trouver un style qui leur convienne et qui leur réussisse. Les instructeurs donnent généralement des lignes directrices, mais ne dispensent pas d' « enseignement » propre à la prise de notes. Le but de cet article est d'examiner deux séries de notes prises par les mêmes étudiants sur la base d'un même texte, lu à l'occasion des examens de mi-session et finaux du semestre. Les notes seront examinées et analysées pour voir s'il y a eu des changements ou des évolutions dans le style de prise de notes des étudiants. En outre, afin de les aider dans l'analyse de leurs notes, le même texte a été lu à cinq interprètes expérimentés et leurs notes ont été comparées à celles des étudiants.

This study aims to analyze police interpreters’ note-taking patterns, methods, and their correlation with interpreting accuracy. Data were collected from 12 Russian-speaking police interpreters, including interpreting outputs and corresponding note-taking samples. The analysis yielded the following findings. First, the amount of note-taking varied by source language. Interpreters tended to take more notes when working from their native language, though individual approaches varied greatly. Some produced structured, consistent notes, while others recorded selectively based on personal judgment. Second, interpreters’ choice of note-taking language depended on the source language. When working from Korean, interpreters preferred using Korean in their notes, reflecting efficiency in notation. When interpreting from Russian, they used both Korean and Russian, suggesting an effort to balance efficiency with cognitive processing. Third, a negative correlation was found between note-taking rate and omission rate across both language directions. Although not statistically significant, this suggests that more active note-taking may contribute to improved accuracy.

In this paper the role of coordination effort during consecutive interpretation (CI) and note-taking will be investigated. The features of CI will be shown and the Effort Model of Gile (1995) that divides the CI into two phases will be applied to explain the procedure of CI. Studies by German scholars on CI and note-taking will be introduced, and issues such as what can be noted and how, and what language can be used for taking notes during CI will be focused on. The notes and target texts (Korean) produced by seven second year students of Graduate School of Interpretation and Translation at the Hankuk University of Foreign Studies will be analyzed and assessed. For this empirical case study, a German speech has been delivered and the recorded target texts have been transcribed. Based on the findings, the Effort Model of Gile will be modified and some recommendations for the Note-taking exercising and CI-teaching will be delivered.

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.

This is a case study to elucidate an association between consecutive interpretations and stratified note-taking. Stratification in note-taking is limited to diagonal and parallel types in this study. It was possible to derive several significant conclusions from the results of analyses on both voice files of students in consecutive interpretations and survey questionnaire. First of all, although it is not always concluded that an objective assessment result indicates the quality of interpretation, the group of people, who answered that an effort was made for note-taking stratification, showed much better result in interpretation. In addition, this group actually exhibited that their note-takings were systematically stratified well. The top three students in terms of overall assessment all belonged to the group that made an effort for note-taking stratification and three students with the lowest assessment were all in the opposite group. An education for note-taking should be started as early as possible in the specific pattern. However, an education is possible only for several principles and learners need to develop note-taking with the most appropriate way for each of them afterwards. Furthermore, they should make an effort to improve their skills on consecutive interpretations from various perspectives other than note-taking.

This paper aims to analyze the pattern of learners' note-taking skills in the Korean-French consecutive interpretation. Data used in the analysis are (i) the quantity of note-taking as well as interpreters' choice of note taking formality (language vs non language), (ii) interpreters' choice of language (source language, target language or others) and (iii) the way they note the components of the discourse (word, phrase, clause, or sentence.) The study shows that learners experience difficulties in maintaining consistency in the notes and their reception/ production of the notation text is personal. Learners' notes revealed lack of accuracy, as well. Given the crucial role note-taking takes in consecutive interpretation, the author proposes to systemize note taking lectures focusing on correctness, clarity and concision.　In the end, the author suggests that customized training should be provided to the learners.

This study explores how much of omissions and mistranslations in English-Korean consecutive interpreting are related to the problems in note-taking, and investigates ways to reduce omissions and mistranslations in interpreting through improving note-taking. Eleven first semester students in an interpreting and translation graduate program participated in the study. They interpreted a video clip on the US-Korea relationship as part of their mid-term exam. Their interpreting was recorded, transcribed and analyzed in conjunction with their notes and the source text. The omissions and mistranslations in the interpreting were tracked back to their notes to see whether and how they were marked on the notes, and how that in turn affected the interpreting output. Analyses found that around 80% of omissions and 50% of mistranslations were absent from the notes; 50% of mistranslations were marked on the notes but with some issues. Further analysis of the notes revealed three patterns of note-taking that mostly lead to mistranslations: 1) poor structuring, 2) wrong key-words, 3) unrecognizable symbols and abbreviations. Pedagogical implications and limitations of the study are discussed.

The purpose of this study is to examine the efficacy of introducing flipped learning in a consecutive interpretation classroom at the undergraduate level. Specifically, flipped learning is introduced in the teaching of note-taking techniques which students regard as one of the most difficult skills to learn during the course. Two groups participated in the study, one receiving conventional teaching method where the instructor explains the concept, purpose, principles, and guidelines in class, followed by student practice sessions. The other received the flipped learning instruction where an assignment is given to preview related materials (video lectures) in advance before engaging in student practice in class. The two groups responded to a survey probing their level of understanding and confidence in performing note-taking. Results show that the group who learned note-taking through the flipped learning method responded more positively to their learning experience than the control group, especially in their confidence level. In this context, educational implications and ways to expand the scope of flipped learning to other areas of interpretation training are discussed.

This is a follow-up study of Chung (2014) on interpreters’ memory. On the basis of her observation, Chung (2014) maintained that interpreters tend to retain linguistic forms (numbers, proper names, etc.) better than non-interpreters, only if these are embedded in context. We administered a text memory task to four groups of different interpreting experience and ages (professional interpreters, school teachers, interpreter trainees, undergraduate students) in order to put this hypothesis to the test. Not only in retrieving the linguistic forms but also in remembering the context around them, expert interpreters as well as interpreter trainees yielded the best results (statistically significant). Both groups were good at dividing (or switching) their attention into (or between) linguistic form and meaning so that they were able to keep both sets of information safely. School teachers who had a comparable educational background and experience with texts as expert interpreters sometimes showed even poorer results than student groups. It might owe to the fact that interpreters had a well-developed attention system, because interpreting, in nature, requires a multitasking ability. Age, on the other hand, seems to have played only a subordinate role. Expert interpreters, the second oldest group did well throughout the test, whereas the undergraduate students often yielded the poorest results.

Interpretation is a special procedure of information processing distinct from other forms of general information processing. Here, a special procedure of information processing is related to the role of interpreter. Interpreter does not deliver only a part of message. In order to understand the message in its entirety, an interpreter must consciously analyze the entire message, relying on the ability that surpasses the bounds of natural and automatic understanding. Hence the message must be analyzed very quickly, using a more intuitive analysis rather than a linguistic analysis. This is because the interpreter, unlike the audience, has the responsibility to deliver the whole message to the audience, however trivial the message seems or indifferent the interpreter may feel toward the message.However, it is not easy to clarify the cognitive process applied to interpretation, a special form of information processing, when general information processing and cognitive process have not been fully identified yet. Having attached excessive importance on the theorization, the currently available consecutive interpretation models and theories are somewhat distant from the consecutive interpretation observed on site. For example, the stage of consecutive interpretation in which linguistic transformation (linguistic transformation from the source language to the target language) takes place differs from theory to real life. There is a study that examined the correlation between the location of linguistic transformation and the note-taking language (whether to take notes in the source language or the target language). The reality is that there is a difference between this study and the note-taking method actually employed by interpreters.I believe that this is expected, considering that the relationship between interpretation and cognitive action to enhance the interpretation efficiency has not been fully investigated. A study of relationship between the information processing capacity of interpreter and note-taking would make an interesting study theme, particularly in the consecutive interpretation, in which interpreters information processing capacity is clearly revealed.

The research focused on determining the note-taking strategies employed by 110 Fourth Year BEEd Major in General Education students. The research also examined the correlation between the frequency of employment of note-taking strategies and students’ perception of their helpfulness. Questionnaires were utilized to gather data. The study employed the descriptive-correlational method. Frequency counts, weighted mean and Pearson’s correlation were used to analyze data. Results showed a significant correlation between the use of note of notetaking strategies and students’ perception on its helpfulness (r= .521, p< .01). Furthermore, each element of notetaking strategy was also found to be significantly related to students’ perception on its helpfulness.