La importancia de las técnicas de toma de notas para los estudiantes de interpretación
DOI:
https://doi.org/10.18041/2382-3240/saber.2014v9n2.2119Keywords:
Interpretation, Consecutive Interpretation, Simultaneous Interpretation, Note Taking, Rozan’s TechniqueAbstract
This research is instructive and aims to help the interpreters to attain general knowledge about the note
taking techniques. This paper is based on the fact that in the translation classes, the teaching of note taking
techniques has not been a priority. This article suggests its inclusion in the syllabus in order to improve the
competences of the students. First off, we need to make a diagnosis of the translation and interpretation’s
students and alumni’s level; after a bibliographic revision was made, we determined the existing techniques
from which we finally propose Jean Francois Rozan’s technique. The theoretical framework presents
concepts of the consecutive interpretation, note taking and techniques. The methodology uses the survey to
15 students and 15 alumni as an instrument from the translation and interpretation program. The results of
this research show that the students need to use one or several techniques in order to optimize their work
due to the complexity of the translation process and the different challenges they have to tackle when it
comes to do their job.
References
Baselli, V. (03 de Diciembre de 2012). Which language do interpreters use in Consecutive Interpreting? Proceedings in ARSA-Advanced Research in Scientific Areas, 1. Milan, Italy.
Chuang, L.-l. (s/f). Note-taking Know-how:A Processing Perspective on Consecutive Interpreting. Spectrum: Studies in Language, Literature, Translation, and Interpretation, 2, 93-101.
Hong, P. (2006). Note-taking in Consecutive Interpreting . Obtenido de https://www.google.com.ec/url?sa=t&rct=j&q=&e src=s&source=web&cd=1&cad=rja&ved=0CCcQFjAA&url=http%3A%2F%2Fweb.hanu.vn%2Fen%2Ffile.php%2F1%2 Fmoddata%2Fforum%2F70%2F393%2FNOTE-TAKING_IN_CONSECUTIVE_INTERPRETING_.pdf&ei=LnhVUpaK IYy89QS6nIGwCw&usg=AFQjCNGqiRA
Jin , Y. (2010). T21N - Translation in Transition: The Conceptual Mapping Model in Consecutive Interpreting Teaching.(W. V. Trier, Ed.) Auckland.
Lu, W. (2013). Developing note-taking skills in consecutive interpreting. En Linguistics, Culture & Education (Vol. 2, págs.72-81).
Meifang, Z. (2012). The Study of Note-taking and Memory in Consecutive Interpretation. Nanjing: Tianhe College of Guangdong Polytechnic Normal University. Obtenido de http://www.ier-institute.org/2070-1918/lnit16/v16/178.pdf
Meyer, W., & Van Dalen, D. (1978). Manual de técnica de la investigación educacional. Editorial Paidós. Nerici, I. (1968). Hacia una didáctica general dinámica. Buenos Aires: Kapelusz.
Opdenhoff, J.-H. (2004). Alfa, épsilon, pi-Algunas reflexiones sobre la toma de notas en la enseñanza de la interpretación consecutiva. TRANS: revista de traductología 8, 161-168.
Shuttleworth , M., & Cowie , M. (1997). Dictionary of Translation Studies. New York: St. Jerome Publishing .
Thuy Duong , T. (2006). How to improve short-term memory in interpreting .
Valdivia Campos , C. (1995). La interpretación. Anales de filología francesa, 7, 175-181.
VÁZQUEZ Y DEL ÁRBOL, E. (2005). Herramientas metodológicas para la formación de intérpretes: el modo simultáneo. En M. Romana García (Ed.), Actas del II Congreso Internacional de la Asociación Ibérica de Estudios de Traducción e Interpretación. Madrid.
Waliczek, B., & Gillies, A. (2002). Note-taking in consecutive interpreting. Krakow: Tertium.
