An Empirical Research On Note-taking Language Choice In Consecutive Interpreting

With China’s reform and opening up, as well as entering into WTO, communication with the world gets more and more frequent, thus setting higher requirements for Chinese interpreters. Note-taking in consecutive interpreting has drawn wide attention of both domestic and foreign scholars. However, when it comes to note-taking language choice, few researches have been conducted. Even if there are some, they are only studied on a theoretical basis, and lack empirical support. This study, based on the Information Processing System and Gile’s Effort Model, is an attempt to carry out an empirical research on interpreters’note-taking language choice in consecutive interpreting.This study aims to investigate the following two questions:1) During the practice of CI, which language dominates the interpreters’note-taking, target language, source language or both?2) During the practice of CI, what is the difference of note-taking language choice between high-scored interpreters and low-scored interpreters?28MTI students in Yangzhou University are asked to do English to Chinese CI and Chinese to English CI. After the test, the researcher grades their interpreting and selects five high-scored interpreters and five low-scored interpreters. Note-taking language used in the notes is carefully analyzed, and a free interview is conducted to supplement the results from the experiment. Listed below are the findings of the research:1) During the practice of English to Chinese CI, note-taking language choice varies:for some, source language dominates; for some, target language dominates; and for some others, both source language and target language are employed.2) During the practice of Chinese to English CI, source language dominates.3) Compared with low-scored interpreters, high-scored ones are skilled at using symbols to take notes. In terms of note-taking language choice for high-scored interpreters, there does exist dominance, but the dominance is not so great as to make SL/SL the only language in note-taking. In addition, the total amount of notes took by high-scored interpreters is larger than that by low-scored ones.Finally, the researcher also puts forward some pedagogical suggestions for CI instruction and practice, such as requiring students to practice taking notes intentionally, introducing symbols in CI teaching, and integrating number training into CI teaching.Limitations of this study also need to be pointed out:firstly, results from this study may not represent universal viewpoints because this research is conducted in only one university for only once. Secondly, carrying out this study in a language lab makes it impossible to create an on-spot interpreting scene.