INTRODUCTION
Rationale for the study
The 21st century has seen significant global integration, leading to an increased demand for communication across various fields such as economics, politics, business, culture, and entertainment In this environment, interpreters play a crucial role in connecting people from diverse cultures Recognizing the importance of this profession, universities and educational institutions are focusing on training skilled interpreters who possess both expertise and strong work ethics.
There are two primary modes of interpretation: simultaneous interpreting and consecutive interpreting Consecutive interpreting is favored for its convenience and is the most commonly taught method in educational institutions, such as the Faculty of English at Phenikaa University.
Memory is essential for successful interpretation, but it is inherently limited, posing challenges for interpreters during lengthy seminars or workshops To address this, various memory-supporting tools have been developed, with note-taking being one of the most effective This skill is vital for consecutive interpreting, as it aids in comprehension, retention, and accurate information delivery Note-taking strategies are recognized as crucial for interpreters, helping them capture key points, maintain coherence, and manage cognitive load Therefore, there is a pressing need for a thorough investigation into note-taking as an essential skill in consecutive interpreting among third-year students at the Faculty of English, Phenikaa University.
Effective note-taking strategies significantly enhance interpreters' performance by facilitating accurate information transfer, aiding memory recall, and improving the quality of consecutive interpreting Research into the use of these strategies among third-year students at the Faculty of English will shed light on their application and influence on interpreting performance.
Note-taking strategies are essential for managing the cognitive demands of consecutive interpreting, as they help structure discourse, organize information, and support information processing Researching the note-taking techniques used by third-year students at the Faculty of English will enhance our understanding of how these strategies are adapted in consecutive interpreting, revealing effective practices within this specialized field.
Note-taking strategies among interpreters differ based on individual preferences, language skills, and training backgrounds Analyzing the note-taking techniques used by third-year students at the Faculty of English will provide crucial insights into their preferred methods and the variety of strategies in consecutive interpreting This knowledge can enhance interpreter training programs by facilitating the creation of customized instructional materials and interventions that cater to the unique needs and challenges encountered by students in this specialized field.
Note-taking skills play a crucial role in consecutive interpreting assessments and professional environments, as effective strategies significantly influence the accuracy and fluency of interpreting outcomes By analyzing the note-taking techniques used by third-year students at the Faculty of English, we can enhance the design of interpreting assessments and create targeted training programs aimed at improving student performance in both academic and professional interpreting scenarios.
This study investigates the application of note-taking strategies in consecutive interpreting among third-year students at Phenikaa University's Faculty of English By examining the effects of these strategies on interpreting performance and cognitive load management, as well as their relevance to assessments and professional contexts, the research aims to enhance existing literature and offer valuable insights for interpreter educators and students in translator and interpreter training.
Aims and objectives of the study
This study explores the use of note-taking strategies in the context of consecutive interpreting among third-year students at the Faculty of English, Phenikaa University The primary objective is to examine how these strategies enhance the learning process and effectiveness of interpreting skills.
This study investigates third-year students at Phenikaa University's Faculty of English regarding their perceptions of note-taking's role and effectiveness in consecutive interpreting It identifies the common note-taking strategies these students employ during their studies and explores the challenges they face when applying these strategies Additionally, the study offers practical recommendations for enhancing the effectiveness of note-taking in the context of consecutive interpreting.
This study seeks to enhance the understanding of note-taking strategies in consecutive interpreting, offering valuable insights into third-year students' practices at the Faculty of English, Phenikaa University By achieving these objectives, the research aims to contribute to the existing knowledge base and provide practical recommendations for improving note-taking skills among students.
Research questions
The study aims to answer the following questions:
1 What are the students’ perceptions of the role of note-taking skills in consecutive interpreting?
2 How are the third-year students at the Faculty of English, Phenikaa University applying note-taking strategies in studying consecutive interpreting?
3 What are the perceived difficulties associated with the use of note-taking in studying consecutive interpreting among the third-year students?
Scope of the study
This study examines the note-taking strategies employed by third-year students at Phenikaa University's Faculty of English while learning consecutive interpreting It focuses on the experiences of these students as they navigate their coursework in this specialized field.
This study will examine the note-taking strategies utilized by participants while preparing for consecutive interpreting tasks, focusing on their use of abbreviations, symbols, note organization, and various other techniques.
This study aims to explore students' perceptions of the effectiveness of note-taking strategies in their learning process It will examine their attitudes toward note-taking skills, preferences for specific strategies, and the challenges they encounter while using these techniques in the context of studying consecutive interpreting.
This study examines the note-taking strategies of third-year students at the Faculty of English, Phenikaa University, and while its findings are primarily relevant to this specific group, they may also be applicable to similar educational contexts where consecutive interpreting is taught Nonetheless, the research is confined to the experiences of these students within this particular academic setting.
Significance of the study
The research on note-taking strategies for consecutive interpreting among third-year students at Phenikaa University's Faculty of English is crucial for enhancing translator and interpreter training This study offers valuable insights into effective learning techniques that can improve interpreting skills, thereby contributing to the academic and practical development of future professionals in the field.
This study enhances our understanding of pedagogy by examining the note-taking techniques employed by students and their effectiveness in improving comprehension and accuracy during consecutive interpreting tasks By conducting a thorough investigation, the research provides valuable insights into theoretical frameworks and highlights how effective note-taking strategies can aid the cognitive processes essential for successful consecutive interpreting.
The study highlights the importance of effective note-taking strategies in interpreter training programs, offering valuable insights for educators By understanding the challenges students face, instructors can utilize evidence-based recommendations to enhance curriculum design and teaching methods This approach aims to improve the note-taking abilities of interpreting students, leading to better overall performance in consecutive interpreting tasks.
This study highlights the essential role of effective note-taking skills for interpreters, enabling them to handle complex discourse and deliver precise interpretations By examining note-taking strategies among third-year students, the research addresses a critical component of interpreter training relevant to professional demands The findings aim to enhance the preparation of interpreters, ensuring they possess strong note-taking abilities to navigate the challenges of their future careers.
This study significantly contributes to theoretical knowledge and offers practical implications for interpreter training, particularly enhancing the note-taking skills and interpreting performance of third-year students at the Faculty of English, Phenikaa University By exploring effective note-taking strategies in consecutive interpreting, it aims to advance translator and interpreter training, ultimately benefiting future interpreters in their professional practice.
Structure of the study
This graduation paper is structured into three main parts: the Introduction, Development, and Conclusion The Introduction presents the background information and objectives of the study The Development section includes three chapters: the first chapter is a literature review that examines relevant published works to establish a foundation for the study; the second chapter outlines the methodology, detailing the data collection and analysis methods; and the third chapter presents the survey results and discussion Finally, the Conclusion summarizes the study's implications and limitations, offers suggestions for future research, and recaps the key findings of the research.
LITERATURE REVIEW
Interpreting
To understand what interpreting is, it is helpful to first look into translation, an activity that interpreting is often mistaken for
Translation is defined as the process of substituting a text from one language for a text in another This involves transforming an original written text (source text or ST) in its original language (source language or SL) into a written text (target text or TT) in a different language (target language or TL) In essence, translation focuses on the written rendition of language and is not conducted in real time.
Interpreting is often more challenging for authors to define than translation, as it involves the re-expression of spoken language An interpreter acts as an anonymous intermediary in meetings, carefully listening to the speaker's words, analyzing the underlying message, and conveying their understanding in a target language, either simultaneously or consecutively, while maintaining the speaker's tone.
Otto Kade (1958) defines interpreting as a translation process involving both signed and spoken languages, highlighting that the source-language text is presented only once and cannot be replayed, while the target-language text is produced under time constraints with minimal opportunity for corrections However, this study focuses solely on the interpretation of spoken language, adopting Jones's definition of interpreting as "immediate oral translation," which emphasizes real-time performance and immediate usability as its key features.
Both interpreting and translation involve comprehending the original language's discourse, transforming its linguistic structure, and conveying the intended message However, translation focuses on written texts, while interpreting pertains to spoken communication.
To excel as an interpreter or translator, one must possess a strong command of both source and target languages, extensive background knowledge, and cultural sensitivity While translators function similarly to writers, focusing on research and editing skills, interpreters resemble actors, requiring exceptional listening abilities, short-term memory, effective note-taking, and public speaking skills Additionally, interpreters must think quickly to convey idioms and colloquialisms clearly to their audience, as their work demands immediate comprehension and communication.
Consecutive interpreting
Conference interpreting is primarily classified into two main types: simultaneous interpreting and consecutive interpreting Simultaneous interpreting occurs in real-time, as the speaker delivers the original message, whereas consecutive interpreting takes place after the speaker has completed their statement Gile's research provides a nuanced understanding of these distinctions in his study, "Translation Research versus Interpreting Research: Kinship."
Simultaneous interpreting involves the interpreter reformulating the source speech in real-time with only a brief lag, while consecutive interpreting requires the speaker to pause after delivering a statement, allowing the interpreter to take notes and then convey the message The key distinction between these two modes lies in the timing of the interpretation relative to the speaker's delivery Regardless of the mode, interpreters must actively listen, analyze the speaker's message, and accurately convey it in the target language.
According to Gile’s effort model of interpreting [2], consecutive interpreting consists of two phases: a listening and reformulation phase and a reconstruction phase The two phases are described as follows:
Phase One: I (Interpreting) = L (Listening) + M (Short-term memory) + N (Note-taking)
During this phase, interpreters must engage in active and selective listening to the original speech, utilizing their analytical skills to comprehend the underlying message They should effectively store this information in their notes or short-term memory for accurate interpretation.
Phase Two: I = Rem (Remember) + Read (Reading back notes) + P (Produce)
In this phase, the interpreter accesses their short-term memory and reviews their notes to comprehend the message, allowing them to deliver an accurate interpretation of the speech in the target language.
Notes are essential in consecutive interpreting, serving as a vital tool in both the initial phase for capturing key information and in the subsequent phase for accurately re-creating the original message Consequently, effective note-taking is a crucial skill for interpreters.
Note-taking in consecutive interpreting
Note-taking has been proven to be exceptionally important throughout the process of consecutive interpreting First, notes act as a memory-supporting tool
Storing specific information such as names, figures, and lists significantly alleviates the memory load for interpreters Well-organized notes not only aid in understanding the main ideas but also help visualize the speech's structure Additionally, notes can emphasize key details that may need to be revisited later Ultimately, the use of notes greatly enhances the performance of consecutive interpreters.
Lu [11] highlights two key aspects of note-taking in consecutive interpreting that set it apart from note-taking in educational or meeting contexts Firstly, the primary purpose of notes in consecutive interpreting is to enhance memory efficiency, which means interpreters should avoid writing down every word spoken Secondly, note-taking is a personalized process; while interpreters may use similar strategies, each can create their own unique note system Consequently, a note that may seem irrelevant to one interpreter could hold significant value for another.
Kohn and Albl-Mikasa outline three essential principles for interpreters' note-taking that should be adhered to regardless of the chosen strategy First, the principle of Economy emphasizes that notes must be concise to reduce cognitive load Second, Instantaneous Seizability highlights the importance of clarity, ensuring that notes are straightforward and easily comprehensible to ease memory retention Lastly, the principle of Individuality asserts that note-taking is subjective, allowing interpreters the flexibility to use any method that enhances their note's effectiveness.
Note-taking strategies in consecutive interpreting
Many novice interpreters, particularly students, often rely too heavily on their notes, focusing on the surface-level words and structures rather than the underlying meaning This approach leads to cognitive overload as they attempt to capture every spoken word and find equivalents for each lexical item, which is both time-consuming and ineffective Instead of fixating on individual words, interpreters should view their notes as a framework representing the core structure of the speech Consequently, understanding what to note is crucial for effective interpretation.
When taking notes, interpreters should focus on the main ideas rather than attempting to write down every word spoken Novice interpreters often fear missing important information, leading them to note excessive details; however, writing speed typically lags behind speaking speed, making it impractical to capture everything Research indicates that remembering a series of ideas is significantly easier than recalling numerous individual words By concentrating on the main ideas, interpreters can effectively track the speech's structure and filter out irrelevant information Rozan emphasizes that analyzing and noting key ideas helps prevent mistakes during interpretation.
In English-Vietnamese interpretation, focusing on the main ideas rather than exact words is crucial, as idioms and expressions can be easily misunderstood when words are analyzed in isolation For instance, the phrase "there is a chance that" can be misleading if interpreted solely by the word "chance," potentially leading to incorrect translations like "có cơ hội rằng" or "tình cờ." However, by understanding the underlying idea of "probable," interpreters can accurately translate it as "có thể" or "có khả năng." This approach ensures that while the specific words may differ, the intended meaning remains intact, allowing for precise translations without being constrained by individual word meanings.
The main ideas of a speech serve as its structural framework, while the connections between these ideas function as essential joints that ensure coherence A speech is typically composed of a series of logically interrelated ideas, making the links between them crucial for effective note-taking and maintaining the overall flow Numerous writers emphasize the significance of these connections; Herbert identifies them as both vital and challenging to capture Notably, recognizing these links is highlighted as the second principle in Rozan’s seven principles for note-taking in consecutive interpreting.
He asserts that links should never be missed out in notes because “an idea can be distorted completely if its relation to the previous idea is not clearly indicated”
Ideas can be interconnected in three primary ways: (a) logical consequence, indicated by terms like "consequently," "as a result," and "therefore"; (b) logical cause, represented by phrases such as "as," "since," "due to," and "because"; and (c) opposition, recognized through words like "but," "yet," "whereas," or "nevertheless." Rozan's categorization aligns closely with Jones', while also introducing additional relationships and useful keywords for identifying these connections.
In certain situations, it is essential to provide explanations, even though there may be opposing viewpoints Limitations can arise; however, it is crucial to consider the possibilities Regarding specific matters, one can reference relevant information Therefore, one can conclude that understanding these nuances is vital for effective communication.
Rozan also suggests some symbols to be applied in describing certain links, which will be introduced in section 1.4.2.2 Using symbols
Consecutive interpreters must prioritize note-taking for non-conceptualized information, including proper names, numbers, terminologies, and lists, as this type of data cannot be easily recalled through analytical thinking Relying on short-term memory for these elements can lead to distractions and loss of focus during interpretation Unlike main ideas that can be connected to specific concepts, non-conceptualized information stands alone, making it essential to document it in the interpreter's notes for effective recall and accuracy.
When taking notes, it's crucial to pay attention to verb tenses As Jones states, interpreters must accurately note the tense and, when relevant, the mood—especially in conditional forms The tense of a verb can significantly impact the meaning of a sentence or the overall message of a speech.
Effective note-taking for consecutive interpreting requires capturing main ideas and their logical connections to aid in understanding the speech's structure and flow It's essential to record non-conceptualized information, including proper names, numbers, and specific terminologies, to prevent memory overload Additionally, verb tenses play a vital role in conveying meaning accurately Interpreters may adopt different styles, with some focusing on minimal details while others include extensive information; both methods can be beneficial if notes are used effectively without hindering listening comprehension and language delivery.
Understanding effective note-taking is crucial for interpreters to accurately capture the structure and key information of a speech To maximize the benefits of note-taking, interpreters must be skilled in the techniques of effective notation.
Abbreviations play a crucial role in note-taking for interpreters, enabling them to jot down information swiftly It is essential that these abbreviations are clear and precise to avoid any confusion during the interpretation process This is particularly vital when working with polysyllabic languages like English, French, or Russian, where effective abbreviation use can significantly enhance comprehension.
According to Ferdowsi [19], abbreviations can be divided into three groups: (a) Common abbreviations: these abbreviations are mostly derived from Latin, e.g.: i.e
In the realm of interpretation, it is essential to understand various types of abbreviations Common general abbreviations include "e.g." for "for example," "no." for "number," and "etc." for "et cetera." Additionally, discipline-specific abbreviations are crucial, as they consist of technical terms unique to specific fields, such as "Al" for aluminum and "H" for hydrogen Lastly, personal abbreviations are unique to individual interpreters, reflecting their own shorthand practices, which can differ significantly among professionals.
Consistency is a crucial principle in the use of abbreviations, as emphasized by Pham Hong Hanh Each abbreviation should represent only one word to prevent misunderstandings; for instance, "pop" should refer exclusively to "popular," while a different abbreviation must be used for "population." Additionally, interpreters are advised to utilize only pre-prepared abbreviations, as improvised ones can be easily forgotten during lengthy segments, potentially jeopardizing the interpreter's performance due to insufficient time to interpret their notes.
Rozan [15] sets up three rules of abbreviation: (a) abbreviation of words, (b) using abbreviations to indicate gender and tense, and (c) abbreviating the register
To optimize word abbreviation, utilize the first and last letters of words longer than four or five letters This method aids in identifying words from the same root effectively For instance, "Prod." can represent "production," "productivity," "product," or "producer," while "Pr on," "Pr vity," "Pr ct," and "Pr er" offer clearer distinctions Similarly, "Com." may refer to "Commission" or "committee," whereas "C on" and "C tee" provide unambiguous alternatives.
The second rule emphasizes the importance of indicating gender and verb tense in note-taking While gender indication is beneficial for Slavic languages with gendered nouns, it holds little relevance for English-Vietnamese interpreting and vice versa Verb tenses are crucial in notes, as interpreters can denote the future by adding "ll" to a verb and indicate the past by using "d" or "ed."
METHODOLOGY
Research design
This study aims to objectively capture the perspectives of third-year students on note-taking in consecutive interpreting The researcher determines that a quantitative research methodology is the most appropriate approach to achieve this goal.
Participants
The research targets 52 third-year students (K14 students) from the Faculty of English at Phenikaa University, as they have nearly completed two courses in consecutive interpreting and have gained valuable insights into the significance of note-taking in this field Unlike final-year students, third-year students still have an additional course in consecutive interpreting, allowing them to further refine their note-taking strategies and address previous challenges Consequently, they represent the most appropriate participants for this survey.
Data collection
A questionnaire was developed to gather insights into students' perspectives on note-taking strategies in consecutive interpreting This method is recognized as a cost-effective way to collect substantial information quickly.
The questionnaire is divided into two main parts: the first part introduces the researcher’s background, outlines the study's purpose, and provides instructions for completing the survey The second part features 28 close-ended questions categorized into four sections: the significance of note-taking skills in consecutive interpreting, common note-taking strategies used by students, challenges encountered during the note-taking process, and recommendations for enhancing note-taking skills Additionally, each section includes an "Other (please specify)" box for students to share their own insights.
Participants utilized a Five-point Likert scale to express their opinions on each item, selecting from five options: Strongly Disagree, Disagree, Undecided, Agree, and Strongly Agree.
The questionnaire is designed in English and takes about 10 minutes to complete The sample questionnaire is included in the appendix at the end of the study 2.3.2 Procedures
The reliability of the questionnaire was assessed using the Statistical Package for Social Science (SPSS) version 20, yielding a Cronbach’s alpha of α = 80, indicating a reasonable level of reliability This confirms that the questionnaire employed in this research is dependable.
The questionnaire, after undergoing reliability testing, was distributed to K14 students during the second semester of the 2022-2023 academic year A total of 52 students from two K14 classes participated in the survey, which included a clear introduction and detailed instructions for completing the questions, eliminating the need for additional explanations.
The researcher handed out 52 copies and received the same number of responses 100% of the samples are qualified for analysis.
Data analysis
The quantitative data gathered from the questionnaires were statistically analyzed using SPSS, version 20 The responses from 52 items applying the Five-point
Likert Scale were converted into numbers (1 = strongly disagree, 2 = disagree, 3
= undecided, 4 = agree, 5 = strongly agree) SPSS with reliability and descriptive statistics tests were used in this research The study’s findings are presented in means of percentage.
RESULTS AND DISCUSSION
The role of note-taking strategies in consecutive interpreting
This section consists of five statements designed to figure out the third-year students’ awareness of the role of note-taking strategies in consecutive interpreting
Table 3.1 Note-taking is the most important element in consecutive interpreting
Statement Strongly disagree Disagree Undecided Agree Strongly agree
1 Note-taking is the most important element in consecutive interpreting
A significant 96% of participants believe that note-taking is crucial for consecutive interpreting, with 69% strongly agreeing and 27% moderately agreeing Conversely, only 2% of students disagree, while another 2% remain neutral on the matter.
Survey results indicate that many students misunderstand the significance of note-taking in consecutive interpreting While note-taking can enhance performance, it is not the most critical element; interpreters can succeed without it in certain situations Gile identifies two types of consecutive interpreting: true consecutive, where interpreters take notes during the speaker's delivery, and sentence-by-sentence consecutive, which often does not necessitate note-taking Ultimately, interpreters should view note-taking as a supportive tool that improves efficiency and accuracy, rather than a crutch they rely on.
Notes play a vital role for interpreters, serving as a tool to enhance memory rather than an ultimate solution In consecutive interpreting, the ability to recall information after a speaker's delivery is essential, making a strong memory a fundamental requirement for effective interpretation While notes can assist in memory retention, they cannot entirely substitute for it This supportive function of notes will be explored in more detail in the subsequent section.
Only 2% of respondents view note-taking as the most essential factor in consecutive interpreting, suggesting that many interpreting students, despite being beginners, recognize the need for notes to aid memory and information retention While note-taking is a crucial activity in the complex process of consecutive interpreting, it is just one of many elements that contribute to effective interpretation Thus, it may be premature to assert that note-taking is the most critical component Additionally, those who downplay its importance likely understand that successful interpretation relies on a balanced integration of both memory and notes.
Interpreters exhibit diverse memory capabilities and note-taking techniques, with some viewing notes as essential tools for their work, while others consider them merely supplementary, relying on their memory to interpret effectively.
It is also worth mentioning that even the best notes cannot save an interpreter who cannot listen actively and logically analyze the message
The questionnaire includes four key statements aimed at understanding third-year students' perceptions of the role of notes in consecutive interpreting These roles encompass serving as a memory-supporting tool, aiding interpreters in grasping the main ideas of the speech, visualizing its outline, and preventing the omission of crucial information The results for each statement are presented below.
Table 3.2 The role of notes: A memory-supporting tool
Statement Strongly disagree Disagree Undecided Agree Strongly agree
2 Notes are a memory- supporting tool that every interpreter needs
The survey results indicate that students overwhelmingly recognize the importance of notes in enhancing memory retention Specifically, 38% of participants agree that notes are vital memory aids, while a significant 60% strongly endorse this perspective Notably, only 2% of the surveyed students remain neutral on the issue, highlighting a strong consensus on the supportive role of notes in memory.
Most respondents recognize the significant role of notes in the interpreting process, as memory is crucial for effective interpretation In consecutive interpreting, memory involves the ability to store and retrieve information promptly Many students grasp the speaker's message but struggle to recall and express it in the target language due to limitations in short-term memory Therefore, notes serve as a vital supplement, helping to alleviate the memory burden by capturing essential details like names, figures, and lists According to Pửchhacker, notes act as both an external storage device for specific information and retrieval cues for memorized concepts For interpreting students lacking adequate memory training, notes provide ideal support However, it's essential to emphasize that reproducing a message in the target language should integrate both notes and memory for optimal effectiveness.
In short, most of the survey students are aware of the supporting role of notes to the interpreter’s memory
Table 3.3 The role of notes: Grasping main ideas
Statement Strongly disagree Disagree Undecided Agree Strongly agree
3 Notes help me grasp the main ideas of the speech 0% 0% 14% 38% 48%
A recent survey reveals that 86% of students believe that taking notes significantly aids interpreters in understanding the main ideas of a speech, with 48% strongly agreeing and 38% agreeing to a moderate extent.
Main ideas are essential components that shape the content of a speech, aiding interpreters in recalling key points and maintaining fidelity to the original message A survey revealed that no students disagreed with the importance of taking notes, although 14% remained neutral However, when a speaker's presentation lacks a logical structure, it can hinder the interpreter's ability to distinguish between main ideas, supporting details, and irrelevant content, resulting in disorganized notes.
Student 40 emphasizes that the core ideas of a speech should not rely solely on note-taking, viewing it merely as a supportive tool This perspective highlights the importance of combining memory and notes for effective interpretation, suggesting that while notes play a role in the process, they should not become a crutch for interpreters Ultimately, the student believes that over-reliance on notes can hinder an interpreter's ability to grasp the main ideas of a speech.
Student 40 has recognized the supportive role of note-taking in the study of consecutive interpreting, understanding that it is essential not just to grasp the main ideas of a speech but to effectively store them for later use.
Taking notes is an effective strategy for interpreters to capture the main ideas of a speech, as indicated by the high level of agreement in the results.
Table 3.4 The role of notes: Visualizing the outline of the speech
Statement Strongly disagree Disagree Undecided Agree Strongly agree
4 Notes help me visualize the outline of the speech 0% 4% 10% 42% 44%
The survey results indicate that a significant majority of students believe that notes are beneficial for outlining their speeches, with 44% completely agreeing and 42% moderately agreeing with this sentiment In contrast, only 4% of respondents disagree, while 10% remain uncertain about their stance on the matter.
Effective note-taking serves as a foundational outline for a speech, capturing not only the main ideas but also the connections between them By utilizing link words in the margins and arranging key information diagonally, interpreters can easily grasp the speech's structure However, a survey of 52 students revealed that two individuals struggled to visualize the outline from their notes, likely due to improper note-taking techniques To avoid confusion, it is essential for students to systematically organize main ideas and highlight logical links Additionally, the difficulty may stem from an underdeveloped ability to analyze and group ideas effectively.
Note-taking strategies applied by students in studying consecutive
While note-taking may appear to be a personal endeavor, it is essential to consider general strategies highlighted in the literature To gain insights into what students deem important, three key questions are posed for their reflection.
Statements Strongly disagree Disagree Undecided Agree Strongly agree
1 I take notes of all the non- conceptualized information
(proper names, numbers, figures, lists, terminologies, etc.)
2 I note the main ideas rather than the exact words 0% 6% 17% 50% 27%
3 I pay attention to noting down the verb tenses 6% 13% 46% 25% 10%
A significant majority of students, specifically 60% moderately and 33% completely agree, recognize the importance of non-conceptualized information in note-taking, with no respondents expressing disagreement Only 7% of participants remained neutral on the matter This trend suggests that students perceive items such as proper names, figures, numbers, and lists as independent information that cannot be easily analyzed or logically deduced, highlighting the necessity of note-taking for effective information storage.
A significant 77% of respondents support the idea that understanding the main concepts is more important than transcribing exact words, indicating a strong grasp of effective note-taking among students Conversely, 6% oppose this viewpoint, while 17% express confusion on the matter Those advocating for focusing on core ideas recognize that the essence of a speech lies in its deeper meaning rather than its specific wording, emphasizing the importance of capturing key messages In contrast, opponents tend to prioritize writing down as much of the speaker's dialogue as possible, reflecting a different approach to note-taking.
The survey results indicate that verb tenses are often overlooked by students when taking notes, with only 35% recognizing their importance compared to 29% who disagree Among those who value noting verb tenses, 25% moderately agree and 10% strongly agree, while 46% of students do not find them necessary, with only 6% moderately disagreeing and 13% strongly disagreeing This suggests a general lack of attention to verb tenses, which can alter the meaning of sentences For instance, Pham Hong Hanh illustrates how improper recording of tenses can lead to misinterpretation, emphasizing the need for accuracy in notes Many students may prefer to memorize this information instead of writing it down, leading to confusion Additionally, the high percentage of students uncertain about the necessity of verb tenses may stem from their limited experience in consecutive interpreting, leaving them unaware of the potential impact of verb tense omission on meaning.
The questionnaire comprises eight questions aimed at understanding students' perspectives on various note-taking strategies utilized in consecutive interpreting, such as the use of abbreviations, symbols, negation, emphasis, and note arrangement The subsequent tables present the analysis of students' application of these techniques.
Table 3.7 How to note: Using abbreviations and symbols
Statements Strongly disagree Disagree Undecided Agree Strongly agree
1 I abbreviate long words using some initial and final letters only
(e.g although, however, on the other hand, etc.)
3 I use self-designed and collected symbols 4% 12% 21% 48% 15%
The majority of students support the use of abbreviations and symbols in note-taking, highlighting their practicality These techniques significantly reduce the length of notes, saving time for interpreters and improving overall efficiency Additionally, symbols convey ideas rather than just words, allowing interpreters to grasp the essence of a speech without getting bogged down in literal interpretations.
A survey revealed that 61% of students favor abbreviating long words using a combination of initial and final letters, while only 14% oppose this method Those against it may recognize the need for abbreviation but prefer alternative strategies According to Nolan, various effective methods exist for word abbreviation, such as omitting vowels and double consonants (e.g., "lk" for "like" and "cmt" for "comment") Additionally, utilizing acronyms for commonly used phrases, such as "asap" for "as soon as possible" and "iot" for "in order to," is also an efficient approach to abbreviation.
In Vietnamese, acronyms can often lead to confusion due to multiple meanings; for instance, "CN" can represent both "công nghệ" (technology) and "công nghiệp" (industry) To prevent ambiguity, interpreters must find alternative representations for these terms A practical solution is to modify the acronyms by adding distinguishing letters; for example, "công nghệ" can remain as "CN," while "công nghiệp" can be denoted as "CNp" or "CN p." This approach enhances clarity and ensures effective communication.
The use of abbreviated linking words is supported by approximately 61% of advocates, compared to just 19% who oppose this strategy Long linking words like "however" and "consequently" can be time-consuming to write, making their abbreviation essential for efficiency By applying principles for shortening long words, terms such as "hwv" for "however" and "cnsqntl" for "consequently" can be utilized Additionally, Rozan’s principle allows for the substitution of shorter words that retain the same meaning, such as "tho" for "although" and "but" for "on the other hand." The 19% of students against this practice may not fully understand the importance of linking words for logical coherence in speech, and some may prefer using symbols to denote these connections, like "=" for "means" and "=>" for "therefore."
The survey indicates that 48% of students moderately agree and 15% fully agree on the effectiveness of using self-designed symbols in note-taking, while 16% do not utilize such symbols Common sources for these symbols include mathematical, monetary, and punctuation systems Although creating personalized symbols is encouraged for better understanding, students can also adopt symbols from various systems if they are well-mastered It is surprising that some students oppose this method, as they likely have encountered these symbols in their education Their reluctance may stem from a tendency to focus on surface words rather than the underlying concepts that symbols represent Additionally, many students express uncertainty about incorporating abbreviations and symbols into their notes, highlighting a need for further guidance.
A significant portion of respondents, ranging from one-fifth to one-fourth, selected the "undecided" option for the three questions This suggests that these students may be unfamiliar with effective note-taking strategies or have insufficient practice with abbreviations and symbols, leading to their uncertainty regarding these techniques.
Table 3.8 How to note: Negation and Emphasis
Statements Strongly disagree Disagree Undecided Agree Strongly agree
1 I underline a word to emphasize and stress its importance
2 I use negation (e.g OK for approval, agreement, good and OK for disapproval, not good, disagreement)
A recent survey revealed that 69% of students prefer underlining as the most effective method to emphasize important information, highlighting its efficiency in conveying significance Conversely, 10% of respondents believe underlining is not the best approach, while around 25% remain neutral on the matter This diversity of opinions may stem from the availability of alternative emphasis techniques, such as using symbols, circles, or frames to highlight key ideas.
In a survey, 54% of students agree with the concept of negation, while 13% hold an opposing view and 33% remain undecided This uncertainty may stem from a lack of familiarity with the term "negation" among the respondents.
The term "opposition" is frequently utilized, but it's important to recognize that strikethrough is not the sole method for indicating negation Alternatives include placing "no" before the negated word or using symbols like ✓ for approval and X for disapproval.
Table 3.9 How to note: Note arrangement
Statements Strongly disagree Disagree Undecided Agree Strongly agree
3 I divide the page into 3 columns “Subject – Verb –
The survey results indicate that 77% of participants prefer taking notes horizontally, reflecting the common writing style in both English and Vietnamese that aligns with the horizontal lines of the paper This preference likely explains the strong agreement among the surveyed students regarding this note-taking method.
Problems faced by students during the note-taking process
The research identifies key challenges faced by students during the note-taking process, following an analysis of commonly used strategies in their notes The table below highlights the three primary issues encountered by the surveyed students while taking notes.
Table 3.12 Problems faced by students during the note-taking process
Statements Strongly disagree Disagree Undecided Agree Strongly agree
1 I’m often under pressure of time (lack time to take notes) 0% 0% 6% 52% 42%
2 I can’t understand some words, abbreviations or symbols
3 My notes still contain lots of unnecessary words 2% 19% 19% 44% 16%
4 I almost never face any problems when taking notes 44% 25% 10% 15% 6%
Time management is a significant challenge for interpreting students, with over 94% of the 52 surveyed participants reporting frequent time pressure while taking notes This struggle is compounded by their reliance on notes to recall essential information, as many lack the experience to keep pace with speakers For instance, Student 29 acknowledges difficulty in note-taking speed, leading to confusion about their own notes Additionally, Students 46 and 19 struggle to discern which information is crucial to note, resulting in an overwhelming amount of data that hinders their ability to process information effectively This delay exacerbates the inherent time pressure faced in the interpreting profession, highlighting the need for students to adapt and develop strategies for better time management.
The second statement aims at the students’ encoding ability based on their notes
Over 80% of survey participants face challenges with note-taking, highlighting the need for interpreters to develop personalized systems of abbreviations and symbols Mastery of these systems is crucial, as they must be clear and easily understandable to ensure smooth reading of notes without any confusion.
The third statement highlights a common issue where interpreters may prioritize the literal words over the underlying ideas and messages, leading to a literal interpretation of speeches This problem affects 60% of respondents during their note-taking, as they tend to focus on the surface elements of language rather than the speaker's key points Conversely, 21% of the surveyed students demonstrate effective note-taking skills by avoiding redundant words and maintaining a focus on essential concepts.
Student 2 acknowledges a common challenge among inexperienced interpreters: the tendency to take notes haphazardly under time pressure, leading to a lack of organization This student also struggles with new vocabulary during note-taking, finding it more difficult to manage than information that can be logically deduced While guessing the meanings of unfamiliar words may be a potential solution, it also presents its own set of challenges.
Student 29 th mentions that due to their fairly weak listening skill, they cannot take notes of all the main ideas It is apparent that to produce the target speech, the interpreter first needs to be able to listen actively and analyze what the speaker is saying If their listening comprehension skill is not sharpened enough, it is nearly impossible to ensure adequate and accurate notes, which can noticeably affect the quality of the interpretation
Approximately 70% of students reported facing challenges while taking notes, indicating that they have encountered at least one issue, while around 20% of respondents effectively utilize their notes.
The findings indicate that most students face challenges during note-taking, such as time constraints, difficulties in encoding information, and the inclusion of unnecessary words Additionally, some of these challenges stem from insufficient language proficiency Since understanding is the initial step in interpretation, students who struggle to listen and comprehend the speaker's message find it challenging to analyze and take effective notes, making it nearly impossible to re-express the information accurately Therefore, enhancing language skills is crucial for interpreting students.
To enhance the note-taking skills of third-year students, the researcher emphasizes the necessity of implementing effective measures A section for suggestions was incorporated into the questionnaire, with the findings presented in the subsequent table.
Table 3.13 Suggestions to improve students’ note-taking skill in consecutive interpreting
Statements Strongly disagree Disagree Undecided Agree Strongly agree
1 I want to learn how veteran interpreters take notes and how they can use notes effectively
2 I want to learn more about symbol systems which are highly applicable
3 I want to have more practice of note-taking skill in consecutive interpreting
Overall, a majority of the surveyed students are of the viewpoint that they want to improve their note-taking skill In particular, all three suggestions including
A recent survey revealed that over 85% of respondents support the importance of "learning from veteran interpreters," "understanding symbol systems," and "increased practice." Notably, all third-year students emphasized the value of learning from experienced interpreters This indicates that practical experience is more beneficial for improvement than theoretical knowledge, highlighting the vital role that seasoned practitioners play in providing valuable insights and guidance.
Student 49 suggests that learning stenography can enhance note-taking efficiency for interpreters, allowing them to write faster However, it's important to use this method judiciously, as over-reliance on shorthand may lead students to concentrate on words rather than the underlying meaning, which can jeopardize their interpretation skills Many interpreters, including Taylor-Bouladon, caution against shorthand, arguing that it requires deciphering, adding unnecessary complexity to the interpretation process Instead, interpreters should focus on capturing the essence of the message rather than getting bogged down in details While practicing shorthand can be beneficial, students must be wary of its potential to encourage a word-for-word translation approach.
To enhance note-taking skills, students must first improve their language abilities, particularly listening comprehension, as effective listening is crucial for the interpreting process Without strong listening skills, students cannot successfully analyze information or process their notes Additionally, students should adopt a proactive approach to learning, seeking out resources and practicing independently rather than relying solely on instructors Finally, instructors should offer more support by providing resources, feedback, and practical advice on consecutive interpreting and note-taking, helping students visualize and improve their interpretation skills.
CONCLUSION
Implications
The study is expected to be valuable to both interpreting teachers and students at the Faculty of English, Phenikaa University
A recent survey revealed that third-year students have reassessed their views on note-taking in consecutive interpreting, recognizing its importance in the process The study introduced a variety of note-taking strategies, enabling students to review common techniques while also discovering lesser-known methods, thereby laying the groundwork for further exploration and practice By identifying key challenges in note-taking, students can focus on improving this essential skill With the helpful suggestions provided, the researcher aims for students to refine their note-taking practices, ultimately empowering them to independently master this critical competency.
This study offers valuable insights into students' perspectives on note-taking skills in consecutive interpreting, allowing instructors to grasp their current challenges and expectations By understanding these aspects, teachers can implement targeted strategies to enhance students' note-taking abilities and overall interpreting skills.
Limitations of the study
This study reveals valuable insights into third-year students' perspectives on the importance of note-taking skills in consecutive interpreting; however, it is important to acknowledge the study's limitations.
A significant limitation of the study is that a quantitative survey fails to capture the actual content of students' notes Additionally, the analysis of survey results relies heavily on the author's subjective interpretations of the data Consequently, the findings primarily reflect students' opinions on note-taking rather than their practical application of strategies As a result, the research cannot definitively determine the students' level of note-taking proficiency.
A notable limitation of the study is that it involved third-year interpreting students who had only completed two semesters of consecutive interpreting coursework Their lack of real-life experience outside of university classes hinders their ability to gain a comprehensive understanding of consecutive interpreting and the essential note-taking skills, which are primarily developed through practical application rather than theoretical knowledge This limitation is evident in the low response rate among the students.
“Undecided” when it comes to the strategies employed in note-taking.
Suggestions for future research
This research aims to provide insights into students' note-taking strategies in consecutive interpreting, laying the groundwork for future studies A qualitative approach is recommended to gather in-depth data on students' note-taking skills through face-to-face interviews Students will participate in two interpreting tasks—English to Vietnamese and Vietnamese to English—using familiar topics to ensure relevance This method allows for the collection, review, and evaluation of students' actual notes by instructors, yielding precise data on their note-taking practices.
The findings of a qualitative survey significantly enhance the existing research on consecutive interpreting, with a particular focus on the importance of note-taking skills.
Conclusion
The research effectively addressed the key questions regarding third-year students' views on note-taking in consecutive interpreting It revealed that these students understand the importance of notes and utilize various strategies in their note-taking process However, as novices in interpreting, they encounter challenges that indicate a need for further development of this essential skill Overall, students at the Faculty of English, Phenikaa University, have demonstrated a foundational grasp of note-taking techniques, yet they still require support to enhance their proficiency in this area.
This study provides valuable insights into interpreting pedagogy, offering significant implications for both instructors and students However, it is limited by its quantitative approach, focusing solely on third-year students To gain a deeper understanding of interpreting students' actual notes, a qualitative study is essential for obtaining more precise data.
Note-taking plays a crucial role in consecutive interpreting, as it is both a systematic and personalized process While effective note-taking can enhance an interpreter's performance, it can also hinder it if not approached correctly Ultimately, each interpreter must discover the most effective strategies for utilizing their notes to optimize their interpreting skills.
It is also important to understand that as a tool, note-taking skill needs to be sharpened regularly to better benefit the interpreter in interpreting
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QUESTIONNAIRE: NOTE-TAKING STRATEGIES IN STUDYING CONSECUTIVE INTERPRETING
Hello! My name is Tạ Thu Hà I am a student of K13-English, Faculty of English, Phenikaa University
For my graduation paper, I am researching the application of note-taking strategies in consecutive interpreting among third-year students at the Faculty of English, Phenikaa University.
This questionnaire is a forming part of my research I hope you can spend some time on answering some questions related to the research topic It will take approximately 5 -7 minutes
All data collected from the questionnaire is only for research purpose and is kept completely confidential
If you have any question, please contact me via email: tathuha71098@gmail.com
INSTRUCTION: Please read each statement carefully and check the box that you find the most suitable You can add your own opinion in the box "Other
(please specify)" below each section
Statement Strongly disagree Disagree Undecided Agree Strongly agree
I Role of note-taking strategies in consecutive interpreting:
1 Note-taking is the most important element in consecutive interpreting
2 Notes are a memory supporting tool that every interpreter needs
3 Notes help me grasp the main ideas of the speech
4 Notes help me visualize the outline of the speech
5 Taking notes help me avoid missing important information
II Note-taking strategies often applied by students in studying consecutive interpreting:
1 I note the main ideas rather than the exact words
2 I take notes of all the non- conceptualized information
(proper names, numbers, figures, lists of things, terminologies, etc.)
3 I always pay attention to noting down the verb tenses
4 I abbreviate long words using some initial and final letters only
(e.g.: although, however, on the other hand, etc.)
6 I use negation (e.g.: OK for approval, agreement or good;
OK for disapproval, disagreement, not good)
7 I underline a word to emphasize and stress its importance
(source or target language) when taking notes
9 When taking notes, I use whichever language that is convenient
10 I use a mixture of language when taking notes
13 I divide the page into 3 columns "Subject - Verb -
14 I use self-designed and collected symbols
15 I start taking notes as soon as the speaker starts speaking to not miss any information
III Problems faced by students during note-taking process:
1 I’m often under pressure of time (lack time to take notes)
2 I can’t understand some words, abbreviations or symbols I have just written
3 My notes still contain lots of unnecessary words