Note Taking

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Research on the Applicability of


Training Note-taking in Consecutive
Interpreting at Faculty of Japanese
Language and Culture
Supervisor : Bui Dinh Thang
Student : Nguyen Ngoc Chau
Student ID : 19040245

Hanoi, May 2023


?
01
Table of contents
01 Introduction
? …

02 The Positive Effect of Note-taking on



Consecutive Interpreting Quality ?
Suggestions on Note-taking Training
03 at Faculty of Japanese (FJLC), ULIS

04 Conclusion

02
01
Introduction

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1.1. Research Background

Meetings between countries


require Consecutive interpreting Notes
support short
-term memory

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1.2. Problem Awareness
Faculty of Japanese’
Interpreting courses

Japanese Interpreting
Japanese Translation Theory &
Professional skills for Translators
and Interpreters
Advanced Japanese Interpreting 1/15 lessons

Note-taking: introduced on a
fundamental level, without much
guided practice
Excerpt of syllabus of FJLC’s Japanese Interpreting course (2021-2022)
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1.2. Problem Awareness
Faculty of English’s
Consecutive Interpreting
course

Note-taking: accounting for 3/15


lessons as one of the core
contents

Excerpt of syllabus of FELTE’s Consecutive


Interpreting course (2022-2023)

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1.2. Problem Awareness

“ If note-taking skill training


were to be incorporated
into Faculty of Japanese’s
curriculum would it have a
positive effect?

If so, how can this skill be


introduced?

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!
No studies on
this problem
(yet)

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1.3. Research Objectives
The study attempts to:

1. Clarify 2. Make suggestions


The positive effect of note- On how the training of note-
taking on consecutive taking can be incorporated into
interpreting quality Faculty of Japanese’ curriculum

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1.4. Research Methodology

Questionnaire
01 ・on 3rd- and 4th-year students
・to understand the overall note-taking learning situation

Experiment
02 ・to prove that if note-taking training is conducted, it will improve note quality
and consecutive interpreting quality

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02 ?
The Positive Effect of
Note-taking on CI Quality

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2.1. Questionnaire
2.1.1. Participants

In total: 70 forms
・18 QH2019
・36 QH2020
・5 QH2018 and above
・11 QH2021

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2.1. Questionnaire
2.1.2. FJLC students rate the effectiveness of learning note-taking
in each interpreting subject on a scale from 1-5

1 – I didn’t learn anything at all


2 – I didn’t learn much
3 – I learnt to an extent
4 – I learnt pretty much
5 – I learnt a great deal

FJLC students tend to have


learnt more about note-
taking from EN-VI
Translation and Interpreting
course.
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2.1. Questionnaire
2.1.3. Difficulties in learning and practicing note-taking in
consecutive interpreting (CI)

Lack of specific instructions


on how to take notes

Lack of learning materials

Individual notes not receiving comments or


being assessed by experts

Not knowing how to practice note-taking

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2.1. Questionnaire
2.1.4. Difficulties in applying note-taking in CI

≧ 50
“Agree”

FJLC students find difficulties in many aspects of note-taking

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2.1. Questionnaire
2.1.5. FJLC students’ wishes and recommendations on note-
taking practice & interpreting training at school

- Note-taking should be taught fundamentally and systematically, coupled with lessons


shared by professionals based on their practical experiences.

- The amount of time spent on note-taking training and self-study needs to be increased.
If possible, note-taking could also become a separate subject.

- Materials should be more detailed and involve more visual examples.

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2.2. Experiment
2.2.1. Participants Total : 8 FJLC students
JA proficiency level : equivalent to N2
VI expression ability : eloquent
Experience in CI : little to none
Experience in note-taking : not required

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2.2. Experiment
2.2.2. Procedure

1 2 3 4 5

Entrance
Piloting Screening Training Main test
test

- To detect - To screen for the - To divide the - To improve the - To compare


problems most suitable students into 2 note-taking quality Group 1 and Group
- To check the subjects to groups: Group 1 will and CI quality of 2’s note-taking
appropriateness of participate in be trained and Group 1 quality and CI
materials training sessions Group 2 will not quality
and the main test

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2.2. Experiment
2.2.3. Results - Untrained students

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Noting the words,
not the idea

Using few symbols and


abbreviations

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Noting horizontally

Unorganized notes (hard to tell


the link between ideas)

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2.2. Experiment
2.2.4. Results - Trained students

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Left margin
→ links, outline,
Drawing a line at the
important details
end of a complete idea

More complete
and logical story
Taking notes vertically

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Using more symbols
and abbreviations

Applying what was


taught in the training
sessions

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2.2. Experiment
2.2.5. Interviewing trained students

Improve self-confidence & Wish to learn more about


Become more aware while
interest in Japanese note-taking if there were a
taking notes
interpreting training course like so

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03
Suggestions on Note-
taking Training
at FJLC-ULIS

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3.1. Materials
References:
・Jean Francois Rozan, Consecutive Interpreting for note-taking principles
・Andrew Gillies, Note-taking for Consecutive Interpreting – A Short Course
・FELTE’s Consecutive Interpreting course syllabus

General idea:
・Note-taking should be taught as a separate skill
・Have students take notes from transcript before noting from speech, and interpret from A
language to A language before from B to A and from A to B

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3.2. Suggestions
1) Note-taking as a separate subject
- New principles every week
- Practice create their own system of symbols and abbreviations
- Practice from script to speech

2) Note-taking as a skill in JA Interpreting Course


- 01 principle + practice every 2 weeks

*See the attached Appendices for more information

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04
Conclusion

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Conclusion

Note-taking is essential

Effective training of note- Note-taking should be taught


taking has a positive impact
on consecutive interpreting
quality

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Thank you!

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