Transcript Teaching Consecutive Interpreting

Consecutive Interpreting I
General Seminars
Morven Beaton
Session 2
3 October 2007
Note-taking for Interpreting
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Why note?
Basic guidelines
Schools of Thought
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Geneva School (Herbert, Rozan, Ilg)
Heidelberg School (Matyssek)
General Principles
Further Reading
Note-taking for Interpreting
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Why note?
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To support (not replace) memory
To graphically display the structure of
the speech
Interpreters do not note:
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Everything that has been said
In a form of shorthand
Note-taking for Interpreting
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Basic Guidelines
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A5 Reporter’s Notepad (or smaller)
Write on 1 side of paper only
Use a writing implement that writes
smoothly and quickly
Note important names, dates and
locations on a separate sheet of paper
Presentation: make sure you can see
both the bottom of the page you are
using and the top of the next page
Note-taking for Interpreting
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Geneva School (Herbert, Rozan)
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7 Principles
Noting the idea and not the word
 The rules of abbreviation
 Links
 Negation
 Adding emphasis
 Verticality
 Shift
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Note-taking for Interpreting
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Geneva School (Herbert, Rozan)
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20 Symbols
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symbols of expression
symbols of movement
symbols of correspondence
graphical symbols
Note-taking for Interpreting
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Heidelberg School (Matyssek)
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Symbols
Language independent
Vertical notation
Left-hand margin
Horizontal dividing line
Use of arrows
Subject/Verb/Object
Links
Tense
Modal verbs
Common Principles
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Vertical layout
Use of arrows
Use of the horizontal line to separate
thoughts
Importance of links
Use of the margin
Tense
Modal verbs
Emphasis
Indicate missing information
Note-taking for Interpreting
Eleven
Thirty spokes share the wheel’s hub;
It is the center hole that makes it useful.
Shape clay into a vessel;
It is the space within it that makes it useful.
Cut doors and windows for a room;
It is the holes which make it useful.
Therefore profit comes from what is there;
Usefulness from what is not there.
Further Reading
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Gile, Daniel (1997) Basic Concepts and Models for
Interpreter and Translator Training. Amsterdam,
Philadelphia: John Benjamins.
Gillies, Andrew (2004) Conference Interpreting. A New
Students Companion. Tłumaczeniu ustne. nowy
poradnik dla studentów. Cracow: Tertium Society for
the Promotion of Language Studies.
Gillies, Andrew (2005) Note-taking for Consecutive
Interpreting - A Short Course. Translation Practices
Explained 8. Manchester: St. Jerome.
Herbert, Jean (1968) The Interpreter‘s Handbook. How
to become a Conference Interpreter. Geneva: Librairie
de l'Université.
Jones, Roderick (2002) Conference Interpreting
Explained. Translation Practices Explained 6.
Manchester: St. Jerome.
Further Reading (cont.)
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Matyssek, Heinz (2006) Handbuch der Notizentechnik
für Dolmetscher. Ein Weg zur sprachunabhängigen
Notation. Tübingen: Julius Groos.
Rozan, François (1956) La Prise de Notes en
Interprétation Consécutive. Geneva: Librairie de
l'Université. Or Rozan, François (2002).Note-taking in
Consecutive Interpreting. Notaki w tłumaczeniu
konsekutywnym. (Translated into English by Andrew
Gillies and into Polish by Bartosz Waliczek). Cracow:
Tertium Society for the Promotion of Language Studies.
Seleskovitch, Danica & Lederer, Marianne (2002)
Pedagogie raisonnee de l'interprétation. Brussels:
Didier Erudition. 2nd Edition. Or Seleskovitch, Danica &
Lederer, Marianne (1989). A systematic approach to
teaching interpretation. (Translated by Jacolyn
Harmer). Paris: European Communities.