Routledge Encyclopedia of Interpreting Studies by Franz Pöchhacker (Editor)
The ultimate book about interpreting research! Clear explanations of what research has shown about hundreds of interpreting-related headwords. Great book! But prohibitively priced!
Includes very interesting history of training in Japan (a system that is agency-run with graduates tied to the agency and yet a system that is very successful – imagine suggesting that in Europe!) and a summary in English of Michaela Albl-Mikasa’s very important PhD on Note-taking as an inter-language.
To Know How to Suggest …: Approaches to Teaching Conference Interpreting
Dörte Andres & Martina Behr (eds.)
Great book for interpreter trainers, or anyone looking for a basic introduction to the history of interpreter training and research.
In the second part of her book, Konsekutivdolmetschen und Notation, (2002, Peter Lang), Doerte Andres offers probably the most thorough and systematic analysis of different interpreters’ note-taking techniques yet undertaken. A summary of the conclusions is offered here. Hier in Originalfassung (auf Deutsch)
Doerte Andres describes a study in which 14 students and 14 professional interpreters were asked to interpret the same speech, Jacques Chirac’s New Year address 1996/7, (Part 1 & 2 here) consecutively. Each was filmed taking notes and giving back the speech and Andres has painstakingly noted the exact second at which each element was spoken in the original, appeared in the note-pad, and also was spoken by the interpreter. Large sections of the notes are also recreated in printed and thus legible form for the purposes of the analyses she them makes. Much has been written about consecutive, but we interpreters tend to say what we think rather than what we see and herein lies the beauty of this large empirical study. We can see what really goes on.
For TEACHERS and interpreting researchers this body of work is the single most valuable resource available for the analysis of consecutive notes and the problems they pose. And it is available, albeit in its rawest form, at the following web address.
For STUDENTS it represents an excellent opportunity to see that other students have the same problems in consecutive, and why they have them. There is also the invaluable possibility of seeing how professionals solve the same problems.
The conclusions Andres draws from this exceptional study are extremely interesting and as follows,
1. A clear system for notation which includes fixed rules for abbreviation and a core of unambiguous symbols can help save time, which can then be used for other operations.
2. Verbs and expressions of time are significant in reproducing what was said.
3. According different weights to and structuring the layout of elements within the notes serve to intensify the operation ‘comprehension’ and facililitate the reproduction of the [source] text.
4. The segmentation and arrangement of the notes on the page can facilitate assignation [of meaning] and have a positive effect on oral reproduction.
5. Noting link words is an important part of ensuring cohesion.
6. The time lag [between hearing and writing] is dependent on and can be allowed to vary according to how quickly something has been understood.
7. Everyone has to discover their own [ideal] time lag
8. A continued time lag of more than 7 seconds causes gaps to appear in the comprehension or notation [of the original].
9. discontinuous noting [noting elements in a different order to the order they are presented by the speaker – or in practice, going back and adding something to your notes from a previous section] can be helpful in structuring and completing the information [noted].
10. Rhetorical components are more easily reproduced if they have been noted down.
11. Gaps in the comprehension or notation processes among students reappear in the production phase.
These observations show clearly, how important and helpful it is for students to deal in some detail with note-taking and how important a component skill [Teiloperation] an in-grained, reliable and efficient system for taking notes is. [It is] a skill which aids and intensifies the comprehension process and thus has a decisive influence on the target langauage output. (Andres p250, Translation into English ITR)
( Note on the website. Students are numbered Ger, SB and HD, representing the different schools they were attending. The speech itself can be found under the first two links (Part 1, Part 2).
Im zweiten Teil ihres Buches, Konsekutivdolmetschen und Notation, (2002, Peter Lang), bietet Doerte Andres dem Leser an, die bisher wahrscheinlich gruendlichste und systematischste Analyse der Notizentechnik beim Konsekutivdolmetschen. Ihre Schlussfolgerung sind hier wiedergegeben. (Conclusions in English available here)
In the second part of her book, Doerte Andres describes a study in which 14 students and 14 professional interpreters were asked to interpret the same speech, Jacques Chirac’s New Year address 1996/7 (Part 1, Part 2), consecutively. Each was filmed taking notes and giving back the speech and Andres has painstakingly noted the exact second at which each element was spoken in the original, appeared in the note-pad, and also was spoken by the interpreter. Large sections of the notes are also recreated in printed and thus legible form for the purposes of the analyses she them makes. Much has been written about consecutive, but we interpreters tend to say what we think rather than what we see and herein lies the beauty of this large empirical study. We can see what really goes on.
For TEACHERS and interpreting researchers this body of work is the single most valuable resource available for the analysis of consecutive notes and the problems they pose. And it is available, albeit in its rawest form, at the following web address.
For STUDENTS it represents an excellent opportunity to see that other students have the same problems in consecutive, and why they have them. There is also the invaluable possibility of seeing how professionals solve the same problems.
3.4. Notation
Die in dieser Untersuchung enthaltenen Daten lassen den Schluß zu, daß der Notation eine andere Bedeutung und Funktion zukommt, als in zahlreichen Publikationen bisher angenommen. Es geht bei der Notation nämlich letztendlich nicht um Fragen wie zielsprachliches oder ausgangssprachliches Notieren, um die Anzahl von Symbolen oder um den zeitlichen Abstand zwischen Informationsrezeption und Notation. Uns geht vielmehr darum, zu vermitteln, daß
1. ein deutlich geschriebenes Notationssystem mit festen Abkürzungsregeln und einem eindeutigen Stamm an Symbolen Zeitersparnis bewirkt, die für andere Operationen genutzt werden kann;
2. Verben und Tempusangaben fuer die Rekonstruktion des Gesagten ein wesentlicher Faktor sind;
3. Informationsgewichtung und -strukturierung in den Notizen die Verstehensoperationen intensivieren und die Textproduktion erleichtern;
4. Segmentierung und räumliche Anordnung in den Notizen das Zuordnen erleichtern und die Sprachproduktion positiv beeinflussen;
5. die Notation von Verknüpfungsmitteln ein wesentliches Element für die Herstellung von Kohäsion ist;
6. das Decalage in Abhängigkeit vom Faktor Verstehen Schwankungen unterworfen ist und sein darf,
7. jede Person das für sie individuelle Decalage herausfinden muß;
8. ein anhaltendes Decalage von mehr als 7 Sekunden zu Defiziten im Verstehens- oder im Notationsprozess führt,
9. diskontinuierliches Notieren zur Informationsstrukturierung oder – ver-vollständigung hilfreich sein kann;
10. rhetorische Merkmale in der Textproduktion leichter ücksichtigt werden, wenn diese in den Notizen markiert sind;
11. Defizite im Verstehensprozess und in den Notizen sich bei den Studierenden in der Präsentation widerspiegeln.
Diesen Schlußfolgerungen soll eine weitere Beobachtung hinzugefügt werden: In der Gruppe der Studierenden wurde in den Transkripten auch die Ausbildungsstätte vermerkt. Dies geschah in der Ueberlegung, ob sich Notationsschulen in den Notizen widerspielgen oder ob die Studierenden, losgelöst von der Notationsdiktion der jeweiligen Institute, ihre eigenen individuellen Notationstechniken entwickeln. Die Untersuchungen haben eindeutig gezeigt, daß die Studierenden das aufgreifen und eventuell weiterentwickeln, was ihnen an Notationsformen in den Instituten angeboten wird. Es bildet die Grundlage, auf der sie aufbauen und die sie als Professionelle beibehalten.
Die Studierenden der Universität Heidelberg arbeiten mehr als die übrigen Studierenden mit Symbolen, d.h. der Notation nach Matyssek (Matyssek 1989): sprachunabhängige Symbole, Buchstabensymbole, Tempusmarkierungen. Die wenigsten Symbole, viele ausgeschriebene Wörter und Abkürzungen in Form von Wortanfängen sind bei den Studierenden der Universität Saarbrücken zu finden. Die Studierenden der Universität Mainz/Germersheim benutzen ein Mischsystem der verschiedensten Notationsweisen: Matyssek, Rozan, Herbert, d.h. eine Mischung aus einigen Symbolen, ausgeschriebenen Wörtern, Wortanfängen und Abkürzungen.
Diese Beobachtungen machen insgesamt deutlich, wie wichtig und hilfreich für die Studierenden eine intensive Auseinandersetzung mit der Notation ist, wie wichtig ein trainiertes, verläßliches, effizientes Notationssystem als eine Teiloperation ist, die den Verstehensprozeß stützt und intensiviert und damit entscheidenden Einfluß auf die Qualität der zielsprachlichen Umsetzung nimmt.
Die Rede finden Sie unter folgenden 2 Links (Teil 1, Teil 2)
“This comprehensive coursebook sets out an updated step-by-step programme of training, designed to meet the increasingly challenging conditions of the 21st century, and adaptable by instructors with the appropriate specializations to cover all these different applications in contemporary practice “
Conference Interpreting – a student’s practice book
A compilation of tried and tested practical exercises which hone the sub-skills that make up successful conference interpreting. Includes section on how to organise practice sessions out of class.
The book version of Seleskovitch’s doctoral thesis, one of the first on interpreting.
To find out about the matriarch of the profession click here…
Conference Interpreting – A Complete Course
Robin Setton and Andrew Dawrant
There’s a very good section on Consec in this book.
“This comprehensive coursebook sets out an updated step-by-step programme of training, designed to meet the increasingly challenging conditions of the 21st century, and adaptable by instructors with the appropriate specializations to cover all these different applications in contemporary practice “
Consecutive Note-taking and Interpreter Training
Yasumasa Someya
Includes very interesting history of training in Japan (a system that is agency-run with graduates tied to the agency and yet a system that is very successful – imagine suggesting that in Europe!) and a summary in English of Michaela Albl-Mikasa’s very important PhD on Note-taking as an inter-language.
On note-taking
Note-taking for Consecutive Interpreting – A Short Course
Aimed at students of conference interpreting, whether on university and professional training courses or self-learners, Note-taking for Consecutive Interpreting – A Short Course offers future interpreters a step-by-step guide to the skill of note-taking, which forms an essential part of consecutive interpreting.
“Die in Europa etablierte Notationstechnik ist entsprechend gut erforscht. Auch die Praxis zeigt, dass sie offenbar für zahlreiche Sprachen funktioniert. Doch wie steht es um das Sprachenpaar Chinesisch–Deutsch? Yafen Zhao vergleicht Notation und Notationstechnik beim Dolmetschen im Deutschen und im Chinesischen.”
A Coursebook of Consecutive Interpreting
Wen Ren
In Chinese
Zapisi v posledovatel’nom perevode. Minjar-Beloručev, P.K. (1997) Moskva: Stella
Миньяр-Белоручев, Р. К. (1997) Записи в последовательном переводе. Москва: Стелла
A Russian classic but not easy to get hold of!
Д.И. Красовский, А.П. Чужакин
Конференц-ПеревоД теорИя И ПрАКтИКА
Interprétation consécutive et prise de notes
Chuzkakin, Delizée, Godart, Lenglet
Messaggi in codice
Claudia Monacelli, Analisi del discorso e strategie per prenderne appunti, Forli
Great ideas to liven up learning consecutive. Practical and learner friendly.
For many years the standard teaching book in Germany. It’s full of good ideas, but rather goes into overkill on the symbols, suggesting thousands. Chapters on technique are useful.
