Interpreting research

Books

Introducing Interpreting Studies 

Franz Pöchhacker

A very readable summary of the trends and developments in Interpreting Research since its inception not so very long ago.

Read a review of this book at AIIC

The Interpreting Studies Reader (Routledge Language Readers)


Franz Poechhacker and Miriam Schlesinger (editors)

A compilation of the most significant papers in the field of Interpreting Research. 

Read a review of this book at the Journal of Specialised Translation Studies

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!

Research papers from China

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.

…in welchem Maße die zunehmend besser werdenden Leistungen der sich zu „Experten“ entwickelnden Studierenden auf eine weitere Verfeinerung der Notation zurückzuführen sind

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.

Read a review here

Journals & compilations

Interpreting Research Bulletin – CIRIN (compiled by Daniel Gile)

Meta 
(new issues under password, back catalogue free to view)

How do notes help? Andres

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 1Part 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.

http://www.uni-mainz.de/~andres/Notizen.html

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).

Wozu Notizen? Andres

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 Englishavailable 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 1Part 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. 

http://www.uni-mainz.de/~andres/Notizen.html

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 1Teil 2)

Reading about consecutive

On this page you will find a brief introduction to some of the more useful texts published on consecutive interpreting.

Pedagogie Raisonnee De L’interpretation (Traductologie) (Volume 4) (French Edition) (9782864606406): Lederer, M., Seleskovitch, , D. 1989.

Originally for trainers this distillation and practical explanation of Seleskovitch’s teaching theory and practice is still fantastically useful.

Download the full work as a pdf

Consecutive Interpreting – a short course

Gillies, Andrew, 2019, Routledge

A step-by-step introduction to consecutive interpreting for students and trainers.  Available here.

Read a review at AIIC.org here

Conference Interpreting Explained.

Jones, Roderick. 1998 Routledge.

Conference Interpreting – A Complete Course

Robin Setton and Andrew Dawrant

“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 “

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.

Read a review of this book at the Interpreter Diaries

Langues, Langages et Memoire

Danica Seleskovitch, 1973

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

La prise de notes en interprétation consécutive


Rozan, Jean Francois, 1956 Geneve . Georg.

The original and seminal work on consecutive. Has aged well. To see an extract click here. To our knowledge now out of print. 

Note-taking for Consecutive Interpreting – A Short Course

Gillies, Andrew

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.

TOMA DE NOTAS EN INTERPRETACION CONSECUTIVA

Rozan, Jean Francois, Elkar
ISBN: 978-84-8373-994-5

Teaching Consecutive interpreting

Gerard Ilg & Sylvie Lambert

A history of approaches to teaching consecutive note-taking

Konsekutivdolmetschen und Notation

Doerte Andres, Peter Lang 2002.

Broad empirical study of note-taking by professionals and students. Very useful to see what causes problems and what solves them. 

Summary conclusions here.

Schlussfolgerungen in der originalfassung

Consecutive Interpreting

Hiromi ITO-BERGEROT (Professor at ESIT), Chikako TSURUTA and Minoru NAITO (Tokyo Gaigo Daigaku)

Zhu-bu kou-yi yu bi-ji 
[Consecutive interpretation and note-taking]. 

Liu, Minhua. (2008).Taipei: Bookman

One of the very few books in Chinese that we have seen. This was originally published in 1993 and has recently been revised and republished.

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. 

Read an extract here! http://interpreters.free.fr/misc/preparationmonacelli.htm

La Terzia Lingua

Garzone, Santulli, Damiani

TÉCNICAS DE INTERPRETACIÓN CONSECUTIVA: LA TOMA DE NOTAS
Bosch 2003

A new (May 2013) book on consec note-taking in Spanish.

Reviewed here

Handbuch der Notizentechnik fuer Dolmetscher

Heinz Matyssek

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.

Read an extract (in EN translation) here
Note-taking basics by Matyssek

Between the signs

Judith Farwick

This book looks at the use of symbols in consecutive interpreting. Read a review (in Spanish) here.

Articles