Suggestions For Note-Taking Syllabus-Designing Of Consecutive Interpretation Training

This thesis aims at syllabus designing for note-taking in consecutive interpretation. Through the analysis and summarization of the previous theories by some experts, the author puts forward some suggestions for improving note-taking teaching in consecutive interpretation.Consecutive interpretation is one of the most classical and most widely used forms of interpretation. Different from simultaneous interpretation, a consecutive interpreter has his/her special time to perform the task, so the segment he/she interprets is generally beyond the memory capability. When an interpreter is taking notes, he/she has to listen, analyze and memorize the speech at the same time; so note-taking process is a process of performing multi-task, which requires a proper allocation of the interpreter's attention. Unlike stenography that has a set of rules to follow, notes used in interpreting are more creative and individualized. Every interpreter is expected to set up his/her own system of notes. Thus, note-taking is the outcome of experience accumulating. For these reasons, consecutive interpretation learners always find it difficult to master the skills of note-taking.Based on the above-mentioned facts, the author made some suggestions from the following aspects: which language to choose when taking notes, the economy of the notes, task-based note-taking training and after-class practice. First, whether the notes of consecutive interpretation should be taken in the source or target language is a question that troubles many novice interpreters thus attracting great attention from many researchers. After analyzing Gile's model, Weber's view and Shen Suping's experiment, the author draws the conclusion: the choice of language may just be based on the principle of convenience. Second, according to Gile, note-taking must follow the principle of economy so that the interpreter can manage to reduce the processing capacity and time requirements of note-taking and at the same time maintain the efficiency of notes as memory reinforcement. Afterwards the author of this article also puts forth the task-based note-taking training method since the tasks of interpretation are varied. Last, the author suggests after-class practice to supplement the insufficiency of in-class activities.The thesis is divided into four Chapters. Chapter 1 is Introduction, which includes the author's inspiration, background and purpose of the study, and the organization of the thesis. In chapter 2, the author reviews the relevant studies concerned with this study. In Chapter 3, the author discusses in detail the aspects that should be attached importance to in the training of novice interpreters'note taking. The last chapter is Conclusion generalizing the strategies and skills that should be involved in the training of note taking in consecutive interpretation.