Note taking training in studying consecutive interpreting among third year students at felte ulis vnu hanoi

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION TRANSLATION AND INTERPRETATION DIVISION GRADUATION PAPER NOTE-TAKING TRAINING IN STUDYING CONSECUTIVE INTERPRETING AMONG THIRDYEAR STUDENTS AT FELTE, ULIS, VNU, HANOI Supervisor : Nguyen Ninh Bac, M.A Name of student : Nguyen Hoang Cuc Year of enrolment : QH.F1.2009.E25 HANOI – May 2013 i ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SỰ PHẠM TIẾNG ANH HỆ BIÊN DỊCH KHOÁ LUẬN TỐT NGHIỆP NGHIÊN CỨU ĐÀO TẠO KỸ NĂNG GHI CHÚ TRONG DỊCH ĐUỔI ĐỐI VỚI SINH VIÊN NĂM THỨ BA TẠI KHOA SƯ PHẠM TIẾNG ANH, ĐHNN, ĐHQG HÀ NỘI Giáo viên hướng dẫn : Th.s Nguyễn Ninh Bắc Sinh viên : Nguyễn Hồng Cúc Khố : QH.F1.2009.E25 HÀ NỘI – THÁNG NĂM 2013 ii ACCEPTANCE I hereby state that I: Nguyen Hoang Cuc, student of QH.F1.2009.E25, being a candidate for the degree of Bachelor of Arts accept the requirements of the University of Languages and International Studies, Vietnam National Studies, Hanoi relating to the retention and use of Bachelor‘s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature Nguyen Hoang Cuc Date: April, 25th, 2013 i ACKNOWLEDGEMENTS I would like to express my special thanks to Mr Nguyen Ninh Bac, my supervisor for his suggestions, useful advice, instructions and his encouragement from the beginning to the end of my thesis writing process My thanks also go to Ms Nguyen Cam Linh, Ms Ngo Ha Thu, Ms Nguyen Thi Dieu Thuy, Ms Vuong Thi Thanh Nhan and other lecturers in Translation and Interpreting Division for helping me building the thesis‘s sketch, carrying out the Test and conducting the Questionnaires I am grateful to all the members of two classes QH.F1.2010.E20 and QH.F1.2010.E21 for their cooperation and enthusiasm during the Test Had it not been for their participations, this thesis would not be completed I would like express my gratitude to my family and all my classmates, especially Tran Thi Minh for her nonstop encouragement and precious comments in the process of implementing this graduation paper Without their help, this dissertation would not be accomplished ii ABSTRACT Note-taking is an essential skill to any interpreter in interpretation and especially consecutive interpretation With the hope of figuring out the way to improve notetaking training at universities, the researcher carried out a research on Note-taking training at University of Languages and International Studies among interpreting thirdyear students With the participation of 46/50 interpreting third-year students, all Questionnaires and notes from the Test on note-taking training have been collected for analysis It is found out that students are aware of some basic features in note-taking but lack the foundation of the theory of note-taking The sessions for teaching of notetaking in class seem to be inadequate There are 14 typical problems based on notetaking theory by Roderick Jones, encountered by third-year students, in which, using few symbols and having no margin are the two most popular ones It is recommended that there should be an official lesson on note-taking theory and lecturers are recommended to spend more time reviewing their student‘s notes iii TABLE OF CONTENTS CHAPTER – INTRODUCTION 1.1 Rationale 1.2 Research Objectives, Research Questions, and Scope of the Study 1.2.1 Research Objectives 1.2.2 Research Questions 1.2.3 Scope of the Study 1.2.4 Structure of the Study CHAPTER – LITERATURE REVIEW 2.1 Interpreting Review 2.1.1 Definitions 2.1.2 Modalities of Interpreting Note-taking in Consecutive Interpreting 2.2.1 Note-taking as one basic principle of Consecutive Interpreting 2.2.2 Note-taking techniques 10 2.2.3 Note-taking training 23 CHAPTER – METHODOLOGY 25 2.2 3.1 Sampling 25 3.2 Data Collection Instrument 25 3.2.1 Questionnaires 25 3.2.1 Test 26 3.3 Data Collection Procedures 26 3.4 Data Analysis Method 28 3.4.1 Questionnaires 28 3.4.1 Test 28 3.5 Summary 29 CHAPTER – RESULTS AND DISCUSSION 30 4.1 Research Question 30 4.2 Research Question 33 4.3 Research Question 38 4.4 Research Question 41 CHAPTER – CONCLUSION 43 5.1 Overview of the findings of the research 43 5.2 Strength and Weaknesses of the thesis 43 5.3 Suggestions for further research and final comments 44 REFERENCES 45 APPENDDIX 47 TABLE OF FIGURES AND TABLES Figures Figure - Frequency of note-taking practicing in class as perceived by thirdyear interpreting students at FETLE, ULIS, VNU, Hanoi 30 Figure - Frequency of teacher giving comment on student‘s note-taking as perceived by third-year interpreting students at FETLE, ULIS, VNU, Hanoi 32 Figure - Note-taking language in English recording 34 Figure - Note-taking language in Vietnamese recording 34 Figure - Proportion of words and ideas that third-year student take note (from real student‘s note) 34 Figure - What third-year student write in their notes (from real student‘s notes) 35 Figure - Proportion of note-taking techniques used by third-year students (from Questionnaire) 37 Figure - Proportion of note-taking techniques used by third-year students (from student‘s notes) 37 Table Table – Types of problem in student‘s note and Proportion of notes having such problems 39 TABLE OF ABBREVIATIONS FELTE – Faculty of English and Language Teaching Education ULIS – University of Languages and International Studies VNU – Vietnam National University CHAPTER – INTRODUCTION 1.1 Rationale With the trend of globalization, all nations in the world are increasingly interdependent and the demand for communication among people in different countries is increasing Even though more and more people are able to use English in communication, the language gap remains relatively big in many countries, especially in developing countries like Vietnam Therefore, interpreters are vital for integration in Vietnam nowadays Many interpreters originate from students who have chosen interpretation and translation division at universities as the start of their career paths This means the teaching of interpretation and translation at universities is critically important and has influence on a great number of interpreters Nevertheless, studying and teaching interpretation is not an easy task This subject requires not only advanced linguistic skills but also high cognitive strategies, broad background knowledge and quick reaction Additionally, being a fairly new subject in comparison to others, there are a lot of deficiencies in interpretation training areas which need improvement One of those areas is note-taking, an essential skill to any interpreters in interpretation and especially consecutive interpretation Kohn and Albl-Mikasa mentioned the role of note-taking in ―Note-taking in consecutive interpreting‖ – On the reconstruction of an individualized language: ―Note-taking is commonly regarded as some kind of supporting technique, developed by practitioners for practitioners to help them retrieve part of their source text understanding from memory.‖ (n.d., p.257) Realizing the significance of note-taking through theory and personal experience, I decided to carry out a study on note-taking in consecutive interpreting There have been some research papers of note-taking done by students at University of Languages and International Studies, Vietnam National University Those researches concern issues such as Note-taking skills in consecutive interpreting system of symbol would help saving time writing and make it easier to read back notes If there were few or no ―symbols‖ used, the interpreter would possibly spend more time writing words and it will definitely influence the interpreter‘s listening of the next parts of the speech In addition, sparing no space for the ―left-hand margin‖ would make it difficult and confusing if there is any additional detail needs adding A fairy large number of participants wrote down ―verbs in wrong tenses‖ (49%), not use or use few ―abbreviations‖ (44%), lack ―main ideas‖ (38%), not take note the ―speaker‘s point of view‖ (34%) and not include ―links and conjunctions‖ in the notes (28%) As discussed in the Literature Review, verbs should be noted in the correct tense as used by the speaker However, in fact, all the verbs noted in listening to the English recording are in present tense, which is incorrect This could lead to false interpretation for the students‘ performance Up to 44% hardly use any or use few ―abbreviations‖ in their notes This is quite illogical due to the fact that using ―abbreviations‖ would help saving a lot of time In fact, time is the most limited resource for an interpreter in consecutive interpreting The reasons for this fact could be that third-year students not attach much importance to using time efficiency and lack of skills There is another striking problem in third-year students note is the absent of ―main ideas‖, the most significant feature of any speech Lacking of ―main ideas‖ in the notes definitely results from inability in listening comprehension The ―speaker‘s point of view‖ is not written down by 34% of the student There are plenty of causes for this such as being unable to listen, being unable to understand the implication of the speaker, being unaware of the importance of speaker‘s point of view, etc Likewise, links and conjunctions are not fully deployed in 28% of the notes collected There must be ―links‖ in speeches of any types Lacking ―links‖ means failing to interpret properly There are some other types of problems existing in students‘ notes such as taking note in the ―horizontal layout‖ (16%) instead of the ―diagonal one‖, which 40 makes the notes become wordy and it is very hard to seize the idea flow Some other noted the wrong key words (15%) which is pronounced similarly to the correct one but senses differently The other 15% of notes contains too many words, which is forbidden in taking notes Some students‘ hand-writing is very bad (13%), causing difficulties for reading back notes There are 11% among the notes does not have ―proper names‖ and another 11% provides too little space for the additional details (if any) There is one note which has too much striking out This is a big problem that needs avoiding in any case In conclusion, the problems that most students encountered are using no/ few ―symbols‖ and having no ―margin‖ among 14 typical mistakes in total Most of these problems were made due to lack of knowledge of note-taking theory and can be tackled simply by having full lessons on Note-taking theory for in-class periods 4.4 Research question 4: What are the solutions for note-taking problems encountered by third-year interpreting students? To answer this Research Question, the researcher compared and contrasted the problems encountered by third-year interpreting students to the theory of note-taking as discussed in the Literature Review Most of the problems mentioned, especially the ―horizontal and confusing layout‖ , no ―margin‖, few ―symbols‖ and ―abbreviation‖ can be improved by introducing the theory of Note-taking Third-year students will be introduced that taking note in ―diagonal layout‖ is a simple yet effective in creating an easy-to-readback note They will not have to spend time writing too much yet still be able to reexpress the original speech with the aid of the notes The lesson on theory of notetaking can be designed in a simple way, which is not necessarily taught as a single lesson but integrated with practice The first lesson would be on ―What to note‖ In this lesson, students will learn to take note of ―ideas‖ rather than the ―exact words 41 used‖ and practice with a given recording Next, students will have chance to learn that verb should be recorded in its correct tense and how to take note of verb in correct tense After that, student will know that ―proper names‖, ―numbers, figures‖ and ―links‖ are important to be noted down as well The second lesson would be on the ―language in which to note‖ Using the materials for interpreting lesson as usual, lecturer can ask student to take note the first time in the source language, the second time in target language and third time in any kind of language, even both After this lesion, students may find out what style fits them best and be more confident in notetaking The third lesson should be on How to note In this lesson, students are asked to note in ―diagonal layout‖, using the ―left-hand margin‖, use as much ―abbreviations‖ as possible and develop a system of ―symbols‖ for themselves After this, student will be able to organize their notes better and hence, perform better with the aid of good notes These three lessons are just a draft version but they deliver the general spirit of how lesson on note-taking theory should be like Others problems like ―note containing to many words‖, ―too little space for additional information‖, ―bad hand-writing‖, ―lack of ideas‖, ―wrong key words‖ could be improved in many ways The best way is the comments and frequent review from the lecturer during lessons The second best solution for this is improving listening comprehension by continuous practice In short, lessons on theory of note-taking and lecturer‘s frequent check together with practice are the recommended solutions for the mentioned problems encountered by third-year students at FELTE, ULIS, VNU Hanoi 42 CHAPTER - CONCLUSION 5.1 Overview of the findings of the research The result of this study reveals that students are aware of some basic features of note-taking such as using ―abbreviation‖ and ―symbols‖ in notes, taking note in the target language is preferred, taking note of ideas rather than exact words spoken, etc However, other basic parts in the theory of Note-taking are vague to those students Such concepts like: ―diagonal layout‖, ―speaker‘s point of view‖ and ―verb tense‖ are not understood properly by many of the third-year students The study also finds out 14 common mistakes in students‘ notes: Horizontal/ Confusing Layout, No Margin, No/ Few ―abbreviation‖ Used, No/ Few Symbols Used, Contains Too Many Words, Lack Main Ideas, No Speaker's Point of View, Verb in Wrong Tense, No Proper Names, No/ Few Links/ Conjunctions, Bad Handwriting for Reading Back, Wrong Key Words Used, Too Much Striking Out, Provide Little Space for Additional Details After figuring out the problems, the thesis suggests some resolution for improvement for the note-taking training 5.2 Strengths and Weaknesses of the thesis There have been some research papers of note-taking done by students at the University of Languages and International Studies, Vietnam National University Those researches concern note-taking in many aspects Note-taking, however, has not yet been studied from the point of view of training in class This research, therefore, can touch an issue which is not new but very necessary However, there are some limitations in this thesis due to lack of experience and resource Only 46/50 interpreting third-year students participated in the research and the research could bring a better result if the interview is implemented with the participation of lecturers from Translation Division and Students with good and poor 43 note-taking performance Additionally, it is unable to avoid mistakes in the course of analysis 5.3 Suggestions for further research and final comments Vietnam is on the way to international integration and the interpreting job has been becoming more and more popular all around the whole country It is essential for interpreting students to develop adequately with the raising standards of interpreting career The training of note-taking contributes greatly to the performance of interpreting students Though note-taking is very personal, there are still some common rules need obeying These rules can be exploited differently in order to fit the current status of the job in the market Hence, other researchers can carry our studies on a detailed lesson of note-taking basing on this thesis In conclusion, the researcher would love to suggest some solutions for tacking with problems encountered by interpreting students Hopefully this thesis can contribute to the future efforts of continuously improving the curricula of note-taking training at FELTE, ULIS, VNU, Hanoi in particular and in Vietnam in general 44 REFERENCES Books Catford, J.C (1965) A Linguistic Theory of Translation Oxford University Press Gentile, A., Ozolins, U & Vasilakakos, M., Ko, L, Ton-That, Q.D (1996) Liaison Interpreting A Handbook Melbourne: Melbourne University Press Jones, R (2002) Conference Interpreting Explained St Jerome Publishing Munday, J (2001) Introducing Translation Studies: Theory and Applications Routledge Publishing Phelan, M (2001) The interpreter‘s resource Clevedon: Multilingual Matters Ltd Chapters in a Book Henderson, J.A (1987) Note-taking for Consecutive Interpreting Babel, 22(3), 107116 Research/ Graduation Paper Hai, N.T.M (2010) Note-taking problems encountered by third-year students at ULIS, VNU in consecutive interpreting (Undergraduate dissertation, University of Languages and International Studies, 2010) Hanh, P.H (2006) Note-taking in Consecutive Interpreting (Undergraduate dissertation, University of Languages and International Studies, 2006) Thoa, N.T (2006) How does note-taking improve the interpreting students‘ performance? (Undergraduate dissertation, University of Languages and International Studies, 2006) 45 Thuong, N.T.M (2005) Note-taking skills in consecutive interpreting (Undergraduate dissertation, University of Languages and International Studies, 2005) Listiani, S.S.N.M.A (2010) Note-taking in consecutive interpreting (Postgraduate dissertation, Udayana University, Denpasar 2010) Materials from the Internet Give horsemeat-tainted food to poor - German minister (2013, February 23) BBC Retrieved February 23rd 2013 from http://www.bbc.co.uk/news/world-europe21559451 Hammond, C (2013, March 21) Can you train yourself to get by on less sleep? BBC Retrieved from http://www.bbc.com/future/story/20130320-can-you-get-by-onless-sleep/1 Kohn, K & Albl-Mikasa, M (n.d.) Note-taking in consecutive interpreting, (Ed.) On the reconstruction of an individualised language (p.257-272) Retrieved from www.lans-tts.be/img/NS1/P257-272.PDF Wei, H.Z (2003) Memory in Interpreting Translation Journal Retrieved March 24th, 2013 from http://accurapid.com/journal/25interpret.htm Rozan, J F (2006) Principles of Note-taking Retrieved March 20th, 2013 from http://interpreters.free.fr/consecnotes/rozan7principles.doc The Interpreter Training Resource (n.d.) Retrieved March 20, 2013, from http://interpreters.free.fr/consecnotes/symbolexamples2.htm 46 Appendix QUESTIONNAIRE I am Nguyen Hoang Cuc from 09 E25 – ULIS – VNU I am conducting a survey in ―Note-taking training in studying consecutive interpreting among third year students at Faculty of English Language Teacher Education, University of Languages and International Studies, Vietnam National University, Hanoi‖ I would like you to help me by answering the following questions This is not a test, so there is no ―right‖ or ―wrong‖ answers I am interested in your opinions All the information provided by you will be treated as strictly confidential Please give your answers sincerely as only this will guarantee the success of the investigation Thank you very much for your help Choose ONE answer for each question only (except for the ones with notice) PART I – GENERAL QUESTIONS ❶ How often you practice note-taking when studying consecutive interpreting? Always → Often → Sometimes (50% in class period) → Seldom → Never : _: : : : : ❷ Have you ever been taught any lesson on the theory of note-taking? Yes ❸ No How often your interpreting lecturers give comments on your note taking? (Circle ONE option) Never – Seldom – Sometimes (50%) – Often – Always ❹ Have you ever been asked for changing the way you take note by the lecturer? Yes No PART II – NOTE-TAKING IN THEORY BY RODERIC JONES In consecutive interpreting ❺ What should be the Language in which to note? Source language 47 Target language Third language In any language or a mixture of languages as if it is more convenient ❻ When you think is the better option for ―starting to take note‖ As soon as possible Until you understand the idea in the sentence Others Please specify: ❼ When taking note, what should be noted down? (You can choose more than one option) The exact words used instead of ideas Ideas instead of the exact words used The speaker‘s point of view Verb in correct tense Verb in present tense Verb in past tense (because interpreting is the re-expression of the speech) Modal verbs Proper names Numbers, Figures Links, conjunctions Others Please specify: 48 ❽ Which of these note-taking techniques have been introduced to you officially in interpreting class? (You can choose more than one option) Taking note in Diagonal Layout Taking advantage of the Left-hand Margin Using Abbreviations in note-taking Using Symbols in note-taking None of the above techniques Others Please specify: PART III –NOTE-TAKING IN PRACTICE In consecutive interpreting ❾ Have you ever taken note in Diagonal Layout? Yes No If yes How often you take note in Diagonal Layout? (Circle ONE option) Never – Seldom – Sometimes (50%) – Often – Always Do you find your notes often contain too many words? Yes ❿ No Have you ever used the Left-hand margin? Yes No If yes How often you use the Left-hand margin? (Circle ONE option) 49 Never – Seldom – Sometimes (50%) – Often – Always Do you find enough space to supplement to your note if you need to? Yes ➀ No Have you ever used abbreviation in your note? Yes No If yes How often you use abbreviation? (Circle ONE option) Never – Seldom – Sometimes (50%) – Often – Always Have you ever been introduced any system of abbreviation by the lesson/ lecturer? (For example, the abbreviation of Ministries in Vietnam: MOET = Ministry of Education and Training, etc.) Yes ➁ No Have you ever used symbol in your note? Yes No If yes How often you use symbol? (Circle ONE option) Never – Seldom – Sometimes (50%) – Often – Always Do you use a fixed system of symbols in taking note? Yes ➂ No Are there any other techniques have you studied in note-taking training? Please specify Your email: Your group: THIS IS THE END OF THE QUESTIONNAIRE THANK YOU SO MUCH FOR YOUR PARTICIPATION! 50 Appendix Transcript of Recording - English Source: http://www.ted.com/talks/rory_sutherland_perspective_is_everything.html What you have here is an electronic cigarette It‘s something that since it was invented a year or two ago gave me untold happiness A little bit of it, I think, is the nicotin But there is something much bigger than that, which is ever since in the UK they banned smoking in public places, I‘ve never enjoyed drink party ever again And the reason I worked out just the other day, which is when you go to a drink party, you stand up and you hold a glass of red wine and you talk and you see the people You don‘t actually want to spend all the time talking It‘s really really tiring Sometimes you just want to stand there silently, alone with your thoughts, sometimes you just want to stand in the corner and stare out of the window But the problem is when you can‘t smoke, if you stand and stare out of the window, on your own, you are an anti-social, friendless idiot If you stand and stare out of the window on your own with the cigarette, you‘re a fucking philosopher So the power of reframing things cannot be overstated What we have is exactly the same thing, the same activity But the one that make you feel great are the other one, with just a small change of posture, makes you feel terrible And I think there is a problem with classical economics ‗cause it‘s absolutely preoccupied with reality And reality isn‘t a particularly good guide to human happiness Why, for example, a pensioner much happier than the young unemployed? Both are, after all, at the exactly same state of life You both have too much of time in your hands and not much money But pensioner is reportedly very happy while the 51 unemployed is extraordinarily unhappy and depressed The reason I think is that the pensioners believe they are chosen to be pensioners whereas the young unemployed feel it‘s being frustration In England, the upper middle classes actually solved this problem perfectly because they rebranded the unemployed If you‘re not a middle class English person, you call unemployment a year-off And that‘s because having a son, who is unemployed in Manchester is really quite embarrassing But having a son, who is unemployed in Thailand is really quite an accomplishment But actually, the power of rebrand thing, to understand that actually, our experiences, costs, things don‘t actually much depends on what they really are but how we review them 52 Translation of Recording - English Cái mà bạn thấy điếu thuốc điện tử Nó mà, kể từ phát minh một, hai năm trước, mang đến cho hạnh phúc chưa kể (Tiếng cười) Một số đó, tơi nghĩ rằng, nicotin, có thứ lớn Đó từ khi, Anh, ban hành lệnh cấm hút thuốc nơi công cộng, lại buổi tiệc rượu vui vẻ Và lý do, vừa hiểu vào ngày khác,đó bạn dự buổi tiệc rượu bạn đứng với ly vang đỏ tay khơng ngừng nói chuyện với người, thực lịng bạn khơng muốn dành tất thời gian để nói chuyện Điều thực sự, thực mệt mỏi Đôi bạn muốn đứng yên lặng, theo đuổi suy nghĩ Đơi bạn muốn đứng góc phịng nhìn ngồi cửa sổ Bây giờ, vấn đề là, bạn hút thuốc, Nếu bạn đứng nhìn chằm chằm cửa sổ, bạn kẻ thu vỏ ốc, tên ngốc khơng có lấy người bạn Nếu bạn đứng nhìn chằm chằm cửa sổ với điếu thuốc tay, (trong mắt người khác) bạn lại nhà triết học Vì sức mạnh việc nhìn nhận lại vật khơng thể bị cường điệu hóa Những có vật y hệt, hoạt động, số làm cho bạn cảm thấy tuyệt vời kia, với thay đổi nhỏ tư thế, lại làm cho bạn cảm thấy thật khủng khiếp Và nghĩ vấn đề với kinh tế học cổ điển hồn tồn bận bịu với thực tế Mà thực tế lại hướng dẫn đặc biệt tốt cho hạnh phúc người Lý ư, ví dụ, liệu người hưu có hạnh phúc người thất nghiệp trẻ? Cả hai, xét cho cùng, xác giai đoạn sống Cả hai có q nhiều thời gian tay khơng có nhiều tiền.Nhưng người hưu, theo báo cáo cho biết, lại rất hạnh phúc, người thất nghiệp khơng hài lịng chán nản Lý 53 ư, tơi nghĩ rằng, người hưu tin họ chọn để trở thành người hưu, người thất nghiệp trẻ cảm thấy áp lực đè nặng lên Ở Anh, tầng lớp trung lưu thực giải vấn đề cách hồn hảo,bởi họ tái định nghĩa lại ―thất nghiệp‖ Nếu bạn người Anh thuộc tầng lớp trung lưu, bạn gọi thất nghiệp ―một năm xả hơi.‖ Và có thằng trai thất nghiệp Manchester thực xấu hổ, có thằng thất nghiệp Thái Lan xem gần thành tựu Nhưng thực tế, sức mạnh để tái định nghĩa lại thứ — để hiểu thực tế kinh nghiệm, chi phí, đồ vật khơng thực phụ thuộc nhiều vào chất chúng,mà cách nhìn nhận việc 54 ... aims at answering the following questions: In what way is note- taking taught in class for third- year interpreting students at ULIS, VNU? Which note- taking techniques third- year interpreting students. .. consecutive interpreting training The teaching of note- taking is not giving fixed rules and asking students to strictly follow them Note- taking training, in fact, aims at introducing note- taking techniques... research on Note- taking training at University of Languages and International Studies among interpreting thirdyear students With the participation of 46/50 interpreting third- year students, all