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Note-taking Training Based on Memory Mechanism in Consecutive Interpreting

Author: LiMengZuo
Tutor: SunJianDong
School: Nanjing University of Aeronautics and Astronautics
Course: English Language and Literature
Keywords: consecutive interpreting memory mechanism note-taking training statistical analysis
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Type: Master's thesis
Year: 2013
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Abstract


It is shown by interpreting practice that notes is crucial to interpreters’performances in consecutive interpreting (CI) as the tool to facilitate memory. As aresult, researches on note-taking training have been drawing the attention of researchersfor its function to guide interpreting practice. From the1960s, researches oninterpreting and CI are fruitful, especially on CI training in a cross-discipline way.Researching the role of memory mechanism in CI from cognitive psychologicalperspectives pioneered note-taking and note-taking training researches. So far, most ofresearches on note-taking training are about giving recommendations based onnote-taking experiences, without yielding much conclusion compared to researches onCI memory mechanism. Additionally, many researches are aimed at giving didacticsuggestion to note-taking training rather than giving a whole picture of what themethods, models of note-taking are or exploring the students’ pain points in note-takinglearning. Therefore, based on the theoretical framework of note-taking and its relationswith memory mechanism in CI, this research is conducted with the help ofquestionnaire and data analysis in an empirical approach. It is aimed at exploring meritsand shortcomings of the current note-taking models and methods in a traininginstitution, discussing the training situation and overcoming learning difficulties innote-taking, notes layout and notes reading.The subjects of this research are students in learning note-taking in Jia Shen TongWen and they are given enough time to finish the questionnaire. Their answers toquestions about training models, training effects and training contents are collected andseparately computed in the form of percentages in tables. In term of training contents,questions about symbols, language, abbreviations, memory, notes structure, paper spaceand notes reading are designed in the questionnaire. By referring to theories onnote-taking, the author summarizes merits and shortcomings of this note-taking trainingprogram and proposes suggestions to note-taking training. Through the feedback ofstudents, major findings of this research are:1) note-taking training should focus onnote-taking practice rather than teaching note-taking theories and case teaching shouldbe adopted in training; note-taking training contents should be systematic andcomprehensive; note-taking training can not be separated with listening training,memory and understanding training.2) Major difficulties in learning note-taking are: students overemphasize the role of symbols; students take notes word by word, ratherthan writing down the meaning of source information; students can not take notes whilelistening to and understanding the source information; students neglect memory training.3) The shortcomings of note-taking training lie in: students can not cultivatepersonalized notes; the note-taking training is too intensive and the class hours are notenough; the note-taking training lack assessments and after-class tracings; the size ofclass is too big and the efficiency is affected. In order to improve note-taking trainingquality, the author proposes some suggestions to note-taking training after referring tothe merits and shortcomings of existed note-taking training from aspects likepreparatory training, training guidance, training contents, training on coordination,trainer, training assessment, and training equipments.

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