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Validity of Note-taking for New Consecutive Interpreting Learners: An Empirical Study of University Interpretation Courses.

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Title: Validity of Note-taking for New Consecutive Interpreting Learners: An Empirical Study of University Interpretation Courses.
Authors: Hiroko Yamada1
Source: Theory & Practice in Language Studies (TPLS). Nov2018, Vol. 8 Issue 11, p1387-1396. 10p.
Subject Terms: *College students, *Translating & interpreting, Consecutive interpreting, Japanese students, Paragraphs
Abstract: There is a large body of literature on the subject of note-taking in the field of consecutive interpreting (CI). However, there is a lack of consensus regarding the validity of note-taking during short CI. For one thing, note-taking can divert an interpreter's attention from listening, often to the detriment of analysis. This research empirically studied the effects of intensive interpreting treatment administered to Japanese university students. It then investigated the validity of note-taking for new learners by examining their CI with or without note status, according to language direction from L2 (English) to L1 (Japanese), and vice versa. The results showed a salient link between the treatment's efficacy and the frequency of its administration but did not validate note-taking's usefulness in CI for student interpreters. To further ascertain the validity of notation, CI was also analyzed according to sequentially presented paragraphs. [ABSTRACT FROM AUTHOR]
Copyright of Theory & Practice in Language Studies (TPLS) is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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Header DbId: ehh
DbLabel: Education Research Complete
An: 133166223
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Validity of Note-taking for New Consecutive Interpreting Learners: An Empirical Study of University Interpretation Courses.
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  Data: <searchLink fieldCode="AR" term="%22Hiroko+Yamada%22">Hiroko Yamada</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Theory+%26+Practice+in+Language+Studies+%28TPLS%29%22">Theory & Practice in Language Studies (TPLS)</searchLink>. Nov2018, Vol. 8 Issue 11, p1387-1396. 10p.
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  Data: *<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22Translating+%26+interpreting%22">Translating & interpreting</searchLink><br /><searchLink fieldCode="DE" term="%22Consecutive+interpreting%22">Consecutive interpreting</searchLink><br /><searchLink fieldCode="DE" term="%22Japanese+students%22">Japanese students</searchLink><br /><searchLink fieldCode="DE" term="%22Paragraphs%22">Paragraphs</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: There is a large body of literature on the subject of note-taking in the field of consecutive interpreting (CI). However, there is a lack of consensus regarding the validity of note-taking during short CI. For one thing, note-taking can divert an interpreter's attention from listening, often to the detriment of analysis. This research empirically studied the effects of intensive interpreting treatment administered to Japanese university students. It then investigated the validity of note-taking for new learners by examining their CI with or without note status, according to language direction from L2 (English) to L1 (Japanese), and vice versa. The results showed a salient link between the treatment's efficacy and the frequency of its administration but did not validate note-taking's usefulness in CI for student interpreters. To further ascertain the validity of notation, CI was also analyzed according to sequentially presented paragraphs. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Theory & Practice in Language Studies (TPLS) is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=133166223
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.17507/tpls.0811.02
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      – Code: eng
        Text: English
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      – SubjectFull: College students
        Type: general
      – SubjectFull: Translating & interpreting
        Type: general
      – SubjectFull: Consecutive interpreting
        Type: general
      – SubjectFull: Japanese students
        Type: general
      – SubjectFull: Paragraphs
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      – TitleFull: Validity of Note-taking for New Consecutive Interpreting Learners: An Empirical Study of University Interpretation Courses.
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              Text: Nov2018
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