Monográfico: Toma de notas en Interpretación

Toma de notas en Interpretacióna Texto completo
I nfo T rad 27 de septeimbre de 2012

La interpretación consecutiva puede ser considerada como la forma clásica de interpretación. Se interpreta el discurso en el idioma deseado no bien termina de hablar el orador, o después de fases de alrededor de 10 minutos, es decir, de manera consecutiva. Cuando se implementa este tipo de interpretación, los intérpretes recurren a la toma de notas para no tener que depender pura y exclusivamente de su memoria. Los beneficios de la interpretación consecutiva son que no se requiere la tecnología necesaria en la interpretación simultánea (cabinas insonorizadas, consolas de sonidos, auriculares), sólo se requiere un anotador y un lápiz o bolígrafo (en lo posible, varios, en caso de que alguno no funcione, se rompa, se pierda o antes cualquier imprevisto que pueda surgir) y, por lo general, sólo trabaja un intérprete.

«Ejemplos de toma de notas en Interpretación consecutiva.» S.l. : s.n. vol., n. (1988). pp.: http://brumario.usal.es/record=b1307292

Ejemplos de toma de notas en interpretación consecutiva. Publicac [S.l. : s.n.], 1988. Nota Título asignado por el catalogador Materia Traducción e interpretación. Localización: TRAD. Y DOCUMENT. TD/82.033 EJE

«Signes pour la prise de notes en consecutive.» Bureau de Traductions vol., n. (1994). pp.: http://brumario.usal.es/record=b1327510

Signes pour la prise de notes en consecutive Publicac Ottawa : Bureau de Traductions, 1994? Des. física 66 p. Materia Traducción e interpretación Localización TRAD. Y DOCUMENT. TD/82.033 SIG

«Note-taking in Consecutive Interpreting: Guía metodológica : Traducción IV.» Alessio Zanier Visintin vol., n. (2002). pp.: http://dzibanche.biblos.uqroo.mx/cursos_linea2/azanier/trad_iv_u2.htm

The essential part of a consecutive interpreter’s work is done in the activities already described : understanding, analysis and re-expression. Notes are an aid to enhance the work done on the basis of these three components, not being an end in themselves, but a means to an end. The main use of notes is to relieve memory. Although an interpreter may have understood the main ideas of a speech, it is almost impossible for him/her to recall all the elements of a five-minute speech, particularly if it contains numbers, names, lists, since such elements cannot be recalled on the basis of analysis and logic.

«Training for the SAR interpreters (2003): “interpreting in a refugee context”.» UNHCR Representation in Sofia vol., n. (2003). pp.: http://www.unhcr.bg/events_records/2003/handout_181103_en.pdf

Overcoming of the barrier of language and ensuring the effective communication are the essence of the interpreter’s work. Out of numerous settings of work with refugees in which the services of an interpreter are needed, the most important one is that of the interview for refugee status. Being recognized – or not – as a refugee will have a direct consequences for life and well-being of the applicant and his/her family. A heavy burden of responsibility lies on the interviewer. The role of interpreter and responsibility is also great – the ease and accuracy of communication are of the crucial importance

«Note-taking Techniques in Consecutive Interpreting.» Cairo Community Interpreters vol., n. (2004). pp.: http://www.aucegypt.edu/academic/interpreters/documents/Notetakingwebsite.pdf

Why note-taking is important for an interpreter? It is a memory aid, especially when the memory of the interpreter is divided between the interviewer and the applicant. And the interpreter must be able to deliver the message naturally with no difficulties in deciphering words.

Abu, Gonz N, et al. «The language of consecutive interpreters notes: Differences across levels of expertise.» Interpreting vol. 14, n. 1 (2012). pp. 55-72. http://www.ingentaconnect.com/content/jbp/intp/2012/00000014/00000001/art00003
http://dx.doi.org/10.1075/intp.14.1.03abu

This paper presents an empirical study of the language of the notes produced by three groups of subjects with different levels of interpreter training and experience (beginner students, advanced students and interpreters) during an experimental consecutive interpreting task from English into Spanish. The variable under study was the note-taking language source language vs. target language. Analyses of the notational corpus involved the application of quantitative methods so as to obtain data on the language of the notes at different skill acquisition and professional stages. The results show that as the subjects’ expertise level increases, there is a shift from the use of the source language towards the use of the target language. This finding suggests that the expertise level in consecutive interpreting may be a relevant factor in the interpreter’s choice of language. Finally, some conclusions are drawn regarding interpreter training.

Abuín González, Marta «La toma de notas:: el desarrollo de la habilidad de aprendiz a intérprete.» Hermeneus: Revista de la Facultad de Traducción e Interpretación de Soria vol., n. 11 (2009). pp. 23-50.

En este artículo se presenta un estudio experimental de carácter aplicativo dedicado al análisis de la habilidad notacional de tres grupos de sujetos aprendices, avanzados e intérpretes) con distintos niveles de cualificación y experiencia durante una tarea de interpretación consecutiva de inglés a español. El binomio problemas de toma de notas/estrategias es el indicador procesual que permite obtener datos sobre el desarrollo y la adquisición de la habilidad en los tres grupos. Tras un breve recorrido por los principales trabajos sobre la toma de notas, se exponen las premisas metodológicas y los procedimientos del estudio y los resultados de los análisis. Finalmente, se presentan algunas conclusiones de proyección aplicativa a la didáctica y al perfeccionamiento de la habilidad notacional en los distintos estadios de la adquisición de la interpretación consecutiva.

Albl-Mikasa, Michaela «(Non-)Sense in note-taking for consecutive interpreting.» Interpreting vol. 10, n. 2 (2008). pp.: http://benjamins.com/series/intp/10-2/art/03alb.pdf

Keywords: consecutive interpreting, note-taking, sense, coherence building, …. function of the note-taking language and in our assessment of the strength of … highly individualised (note-taking) technique (see Herbert 1952: 33; Rozan 1956: .

Baigorri Jalón, Jesús «La vuelta al mundo en ochenta lenguas: el intérprete de Magallanes.» Sendebar. Boletín de la Facultad de Traductores e Interpretes de Granada vol., n. 10-11 (2000). pp.:

Este artículo se encuadra en la temática de la historia de la interpretación, en particular la interpretación en la época de los viajes de exploración y descubrimiento de los europeos en el siglo XVI, y más concretamente en la expedición Magallanes- Elcano que dio la vuelta al mundo entre 1519 y 1522. El autor se apoya en el ejemplo del esclavo-intérprete de Magallanes para hacer algunas reflexiones sobre el oficio de intérprete en aquellos tiempos: su procedencia, su preparación, sus condiciones y métodos de trabajo, así como algunos aspectos relacionados con lo que ahora deno- minaríamos el código deontológico. Estas notas no pretenden agotar el tema, sino servir de sonda exploratoria para un trabajo de investigación más amplio y de aportación al estudio de la evolución histórica de los mediadores lingüísticos y culturales.

Baszczyk, Pawel and Dariusz Hanusiak «The Choice of Language for Note-taking for Consecutive Interpreting:A Polish Perspective.» vol., n.: pp.: http://www.sktl.fi/@Bin/40680/Blaszczyk%26Hanusiak_MikaEL2010.pdf

The aim of this paper is to give some thoughts on note-taking for consecutive interpreting, namely the issue of the choice of language in which the notes are taken. Apart from various graphic symbols and different types of shortened forms of words, an interpreter may choose the shortest words possible from the languages he or she knows that for some reasons might seem convenient in a given context. We would like to present a short comparison of the languages that we have at least basic command of (Polish, English, Swedish and Finnish) from the perspective of note-taking. It features a short analysis of the characteristic features of a given language in relation to others (with most focus put on Swedish and Finnish as opposed to the commonly used English) and the possible use of them in interpreting and interpreter training, also including the instances where students do not necessarily speak the language from which a given note-taking suggestion is drawn. The aim is to focus on some aspects that would broaden the array of note-taking tips for interpreting students that could be expanded by scholars working
with other languages.

Baumann, Klaus G. E. «A toma de notas de interpretacion consecutiva.» Congreso de la División de Español vol. 1, n. (2004). pp.: http://webs.uvigo.es/jlagui/Docs/4b_TomaNotas.pdf

A toma de notas en interpretación consecutiva. Rozan (1956) foi o primeiro en deseñar un sistema de toma de notas que publicou a xeito

Bili , Viktorija , Anja Holderbaum, et al. «The Conceptual Mapping Model in Consecutive Interpreting Teaching.» T21N vol. 3, n. (2012). pp.: http://www.t21n.com/homepage/articles/T21N-2010-07-Jin.pdf

This paper focuses on some essential difficulties that are encountered when interpreting simultaneously from Japanese into German and provides some technical approaches to assist the interpreter. After highlighting typical characteristics of the source language, the study analyses whether and how common interpreting strategies can be applied to this specific language combination.

Briones, Celia «Consejos para la toma de notas en interpretación consecutiva de conferencias.» Intercambios vol. 6, n. 2 (2002). pp.: http://www.ata-spd.org/Informate/Intercambios/InterV6No2.pdf

Cien por ciento didáctica y práctica fue a mi parecer la presentación “Introducción a la Toma de Notas para la Interpretación Consecutiva de Conferencias” de la doctora Georganne Weller en el Primer Congreso de la División de Español. Si bien Georganne indicó que no pretendía imponer reglas, sino más bien ofrecer sugerencias para el intérprete consecutivo, considero que debemos tomar muy en serio estos “trucos del oficio”, dada la larga y reconocida trayectoria de la expositora en la práctica y la docencia de la traducción e interpretación.

Briones, Celia «Consejos para la toma de notas en interpretación consecutiva de conferencias: Reseña de la ponencia de Georganne Weller.» Intercambios vol. 6, n. 2 (2004). pp.: http://webs.uvigo.es/jlagui/Docs/4a_Briones.pdf

Campbell, Helen «Documentation, information and terminology atJICS.» Terminologie et Traduction vol. 3, n. (1997). pp.:

JICS, the Commission’s Joint Interpreting and Conference Service, has a specialised Unit dealing with documentation, information and terminology; its name is the ‘Documentation and Access to Information’ Unit, the DAI. It is a new Unit set up by the Head of Service on July 1 1996, with the fol lowing tasks: 1. To provide documentation for interpreters; to prepare them before and during meetings and col lect feedback which can assist others. 2. To set up user friendly data bases for terminology, particularly meeting-related terminology tailor-made for interpreters. While data bases are available in the Commission, and excellent as they are, the interpreter needs something different, something faster, specific to his/her needs. No time to browse, compare, contrast, weigh up – the vital term has just been used and you need the right answer – now! In preparing any meeting, an interpreter will of course take the time and trouble to look up, find out and learn but caught on the hop, a rapid response is essential.

Dam, Helle V. «Interpreters’ notes : On the choice of language.» Interpreting vol. 6, n. 1 (2004). pp. 3–17.: http://interpreters.free.fr/reading/whatlanguagetonoteinVAM.pdf

This paper reports on a small-scale empirical study on note-taking in consecutive interpreting. As data, the study draws on the notes produced by four subjects while interpreting one Spanish source text consecutively into Danish, on the one hand, and one Danish source text into Spanish, on the other. The aim of the study is to explore what governs conference interpreters’ choice of language for their notes. The categories traditionally used to discuss, describe and explain this choice are those of source language and target language, and these categories are therefore subject to particular scrutiny here. However, somewhat surprisingly, the results of the analyses indicate that the choice of language in note-taking is governed mainly by the status of the language in the interpreters’ language combination, i.e. whether it is an A- or a B-language, and much less by its status in the interpreting task, i.e. whether it functions as the source or the target language. Drawing on the concept of processing capacity and the Effort Model of consecutive, a tentative explanation of these findings is suggested.

Dietze, Gertrud «Konferenzdolmetschen beim Europáischen Parlament : em Berufsbild.» Terminologie et Traduction vol. 3, n. (1997). pp.:

This article tries to give an outline of the professional profile of a conference interpreter working in the European Parliament, be it as a permanent official or as a free-lance. It enumerates the necessary academical qualifications, highlights the specific linguistical requirements in the EP stressing the role of the so-called ‘small’ languages and the pivots , and notes the importance of quality in such a constellation. It also tries to give sorne hints concerning the personality pro file of a con ference interpreter

Gillies, Andrew «Note-taking for consecutive interpreting : a short course.» St. Jerome vol., n. (2005). pp. 239 p. http://brumario.usal.es/record=b1690946

Gillies, Andrew Título Note-taking for consecutive interpreting : a short course / Andrew Gillies. Publicac Manchester ; Northampton : St. Jerome, cop. 2005 . Des. física 239 p. Colección Translation practices explained, ISSN 1470-966X ; 8 ISBN 1-900650-82-7 (rúst.) Materia Traducción e interpretación Toma de apuntes Localización: TRAD. Y DOCUMENT. TD/82.033 GIL not

Hawkins, Laurence F. «Notescript : a self taught system of rapid writing. Part. I, Abbreviations for the 100 words most frequently used.» Barnes & Noble vol., n. (1970). pp.: http://brumario.usal.es/record=b1307249

Notescript : a self taught system of rapid writing. Part. I, Abbreviations for the 100 words most frequently used / by Laurence F. Hawkins Publicac [S.l] : Barnes & Noble, 1970 Des. física 45 p. Materia Abreviaturas inglesas Traducción e interpretación TRAD. Y DOCUMENT. TD/82.033 HAW not

Kohn, Kurt and Michaela Albl-Mikasa «Note-taking in consecutive interpreting. On the reconstruction of an individualised language.» Linguistica Antverpiensia vol. 1, n. (2006). pp. 257-272. http://www.lans-tts.be/img/NS1/P257-272.PDF

To facilitate the process of consecutive interpreting, professional interpreters typically use a special system of note-taking. In the approaches developed on the basis of practical interpreting experience, these notations are commonly regarded as a note-taking technique, and in relevant specialist literature they are often conceived as a language-independent instrument. Against the background of a cognitive approach, however, it can be shown that the socalled note-taking TECHNIQUE can adequately be described by means of the theoretical constructs LANGUAGE and DISCOURSE. The language dimension is explored with regard to word meanings, word formation and inflection, semantic relations at sentence and text level as well as pragmatic functions. The discourse dimension is mainly discussed from the perspective of relevance theory with a particular emphasis on the balance between the explicit and the implicit.

Kuwahata, Minako «Sink or Swim: Five basic strokes to E – J Consecutive Interpreting.» University of Queensland vol., n. (2005). pp.: http://wwwsoc.nii.ac.jp/jais/kaishi2005/pdf/08_kuwahata_final_.pdf

The acquisition of any new skill is a challenging process and this is also the case with interpreting skills. While there is common understanding for the need to undertake preparatory work prior to the introduction of actual consecutive interpreting (CI), no consensus is seen in how to lead the students through the first stages of CI. At that stage, students need to learn to cope with a combination of external factors such as stress, anxiety and performance pressures in addition to the developing actual CI skills. It is the view of the author that if some of the initial processing obstacles were removed, the students are able to progress in their learning with greater ease and confidence. In this paper, consecutive interpreting is likened to swimming, where a combination of mechanical skills is necessary in the first instance to achieve an outcome. The skill set was broken down into five basic ‘strokes’ which are the initial steps that the student interpreter is led through in order to help them through the transitional process between the preparatory phase of interpreting and actual interpreting training per se. It is a gentle lead-in process to allow students to begin attaining greater competency in CI. Each of these ‘strokes’ is

Lung, Rachel «Note-taking skills and comprehension in consecutive interpretation.» Babel: Revue internationale de la traduction/International Journal of Translation vol. 45, n. 4 (1999). pp.:

The paper touches on how systematic training and in-depth training in note-taking skills are related to comprehension in interpretation. It argues for a more focused role of note-taking in the interpretation curriculum. This paper identifies five factors resulting in interpretation failure based on personal observation of interpretation students’ perfor-mance. These factors are timing of note-taking, unit of input, overalí comprehension, fragmentation of memory span, and mental space for meaning processing. The paper concludes that these problems can be alleviated by effective note-taking skills during interpretation. Considering that effective notetaking is one of the major prerequisites for quality interpretation, the nuance of notetaking skills should then be regarded as a separate skill to be trained and developed throughout the interpretation curriculum. Such an observation indicates the need to re-examine the role of note-taking teaching in interpretation class-room. The slight shift of focus in the interpretation classroom, from an overwhelmingly audio evaluation to an audio-visual examination of interpretation quality is likely to broaden the scope of the research dimension in interpretation.

Marzocchi, Carlo and Geancarlo Zucchetto «Sorne considerations on interpreting in an institutional context: the case of the European Parliament.» Terminologie et Traduction vol. 3, n. (1997). pp.:

In recent years, research has devoted considerable attention to interpreting in specific settings, such as in courts of law, at broadcast events, and with ethnic communities (Similarly, attempts have been made at establishing typologies of conferences, speeches or speakers, or at least at making explicit the typologies intuitively adopted by practitioners or instructors, as in NAMY (1978). Various distinctive dimensions have been studied. They include some of the individual situations where interpreting takes place, or specific modes of interpretation, ie simultaneous vs consecutiveve (with a focus on memory and note-taking tecnniques) vs otber, non-conference modes. Substantial work has also been done on transfer problems and strategies br interpreting between individual language pairs. The studies carried out so far, however, leave some scope for a further me of research, namely the systematic description of interpreting in different institutional settings. In particular, it may be interesting to analyse the patterns of communication that prevail within a given institution and to investigate how these affect interpreting performance, placing different constraints and expectations on interpreting.

Meifang, Zhang «The Study of Note-taking and Memory in Consecutive Interpretation.» Lecture Notes in Information Technology, vol. 16-17, n. (2012). pp.: http://www.ier-institute.org/2070-1918/lnit16/v16/178.pdf

This study examines the role of note-taking in consecutive interpretation. Liu Minhua’s process model and Gile’s effort model on consecutive interpretation are used here as basic theoretic frameworks. The complex relationship between memory and note-taking are analysed cognitively and psychologically to explore the role of note-taking in consecutive interpretation. And results find that behind the competitive relationship, there is actually cooperation among comprehension, memory and note-taking; note-taking has been built as an image of ‘a necessary helper’ in consecutive interpretation. These findings are expected to provide some implications in teaching and skills in interpretation, also pave the way for further study of note-taking in interpretation.

Nelms, Gerald «Teaching Note Taking.» Southern Illinois University vol., n. (2004). pp.: http://www.siu.edu/departments/cac/handouts/Teaching%20Note%20Taking/Teaching%20Note%20Taking.pdf

Because our minds cannot store for recall every item of information with which we come in contact AND because physically recording information helps us store what information we can store, taking notes represents one of the most important learning activities. It is important in formal research and it is important in academic learning. Therefore, it is wise for every faculty member to consider addressing their students’ need to learn how to effectively take notes.Southern Illinois University

Opdenhoff, Jan-Hendrik «Áïa, elbsilan, pi – Algunas. re exiones sobre la toma de notas en la enseñanza de la interpretación consecutiva.» Trans. Revista de Traductología vol., n. 8 (2004). pp. 161-168. http://www.trans.uma.es/Trans_8/t8_161-168_JHOpdenhof.pdf

Alfa, épsilon, pi- Algunas reflexiones sobre la toma de notas en la enseñanza de la interpretación consecutiva. Autores: Jan-Hendrik Opddenhoff Localización: TRANS: revista de traductología, ISSN 1137-2311, Nº 8, 2004, págs. 161-168

Orlando, Marc «Digital Technology Advances for Consecutive Interpreting : A New Dimension in Note-taking Training and Assessment.» Lecturer in Interpreting and Translation Studies vol., n. (2010). pp. 71-84. http://www.openstarts.units.it/dspace/bitstream/10077/4750/1/OrlandoIN15.pdf

Rules of note-taking have been defined and modelled in order to be taught during training of consecutive interpreting. However, not much has been done to find relevant ways of evaluating the progressive acquisition of such systems and of note-taking skills. When instructors want to assess an interpretation, it is generally the quality of the consecutive interpretation and the final notes which allow them to give feedback and evaluate the performance. Such a product evaluation of the interpretation is generally made without being able to clearly distinguish the process of note-taking. Thanks to digital pen technology, trainers have now the possibility to capture simultaneously the video of the notes being taken and the audio of the speech, and therefore can provide better advice and remedial strategies to their students. Such technology is presented in the following article along with pedagogical suggestions for its use and for training in consecutive interpreting.

Paasche, Rosamaría «Notas a la poesia de Idea Vilariño.» Romansk Forum vol., n. 9 (1999). pp.: http://www.digbib.uio.no/roman/Art/Rf9-99-1/Rydning.pdf

Posiblemente sea la obsesión con la muerte el tema más importante de la poesía de Idea Vilariño. La obsesión con la muerte puede ser simplemente una cara más de la obsesión con el amor, otro de sus temas fundamentales. Pero ¿qué encubren estas obsesiones? Si fueran dos caras de la misma moneda aparecería la idea de la muerte como algo más que un coqueteo semi-infantil, como un casi exorcismo de la muerte. Por muy enamorada de la muerte que aparente Vilariño estar y por mucho que diga desearla, no ha tomado nunca medidas para conseguirla y todo se convierte así en un juego que consiste en llamarla y enamorarla para que no llegue.

Palazzi, Maria Cristina «L’enseignement de l’i.c. aux etudiants non-voyants.» Interpreters’ Newsletter vol. 12, n. (2003). pp.:

Ces considérations prennent comme point de départ une conviction partagée par un grand nombre d’interprétes, mais qui est souvent mise en question, sur le role de l’interprétation consécutive. C’est pourquoi je tiens tout de suite á préciser que, sur la base de mon expérience professionnelle et didactique, j’ai toujours été convaincue du caractére propédeutique de l’I.C. par rapport á l’I.S., et deuxiémement que, comme l’a dit Thiery (1981: 100), je considere l’interprétation consécutive comme le produit de deux temps forts (l’enregistrement par l’interpréte du message de l’orateur et sa réexpression) et d’un temps accessoire (la prise de notes).

Rozan, Jean-François «La prise de notes en interprétatión consécutive.» Université Georg vol., n. (1984). pp.: http://brumario.usal.es/record=b1066715

Título La prise de notes en interprétatión consécutive / Jean-François Rozan ; préface Robert Confino. Publicac Genéve : Université Georg, 1984. Des. física 71 p. ; 17 x 20 cm. Nota En port.: Université de Genéve, Ecole d’Interprétes ISBN 2825701149 Materia Traducción e interpretación Localización: TRAD. Y DOCUMENT. TD/82.033 ROZ pri

Rozan, Jean Francois (2001). [e-Book] Note-taking in Consecutive Interpreting. Cracow., Tertium. Texto completo: http://www.someya-net.com/01-Tsuyaku/Reading/Rozan.pdf

The following text is taken from a new translation of Jean-Francois Rozan’s masterpiece «Note-taking in Consecutive Interpreting» which is now available again, this time in English and Polish translations. It is reprinted here without the permission of the publishers Tertium, Cracow, Poland. If you like the extract below please visit their site and buy THE text on Consecutive interpreting there.

Rozan, Jean Francois «The 7 Principles of Note-taking.» vol., n. (2005). pp.: http://interpreters.free.fr/consecnotes/rozan7principles.doc

Sakamoto, Akiko «An empirical study on the use of note-taking for Consecutive Interpreting in the teaching of written translation.» The Journal of Specialised Translation vol., n. 16 (2011). pp.: http://www.sktl.fi/@Bin/40680/Blaszczyk%26Hanusiak_MikaEL2010.pdf

In this article, I argue that the teaching of note-taking as used in consecutive interpreting can form an effective component of the teaching of written translation, specifically for understanding the clause relations within an English text and reproducing them in a Japanese translation. The present study aims to test the validity of this claim and to discuss its implications. The study includes an account of an experiment designed to investigate whether knowledge and experience of note-taking influences students’ translation products and processes. The outcome of the experiment suggests that the use of note-taking can possibly have a positive effect on the teaching of translation, especially in relation to understanding and reproducing clause relations within the text.

Santa Montez, María «Método de toma de notas en tetracolumna en interpretación consecutiva.» Sendebar. Boletín de la Facultad de Traductores e Interpretes de Granada vol., n. 13 (2002). pp.:

El objetivo de este artículo es presentar un método de toma de notas en interpretación consecutiva que se ha ido construyendo en el transcurso de algunos años y que ha sido probado en la práctica, con el objetivo de contribuir al perfeccionamiento de una herramienta de trabajo y facilitar de esta manera una interpretación consecutiva (IC) más rápida y eficaz. Creemos que con este método esquemático de toma de notas en tetracolumna se puede contribuir a la obtención de mejores resultados, perfeccionando la concetración en la exégesis del dicurso del orador, al reducirlo a elementos cognitivos, incrementándose así la capacidad de memorización a través de asociaciones más directas con las ideas principales en cada unidad de sentido y facilitando la estructuración en el nuevo discurso realizado por el intérprete, basado a su vez en idénticos elementos cognitivos

Santa Montez, Maræa «Mqtodo de toma de notas en tetracolumna en interpretaci£n consecutiva.» Sendebar. Boletín de la Facultad de Traductores e Interpretes de Granada vol., n. 13 (2002). pp. 23-32.

El objetivo de este artÆculo es presentar un mqtodo de toma de notas en interpretaci£n consecutiva que se ha ido construyendo en el transcurso de algunos a±os y que ha sido probado en la prbctica, con el objetivo de contribuir al perfeccionamiento de una herramienta de trabajo y facilitar de esta manera una interpretaci£n consecutiva (IC) mbs rbpida y eficaz. Creemos que con este mqtodo esquembtico de toma de notas en tetracolumna se puede contribuir a la obtenci£n de mejores resultados, perfeccionando la concetraci£n en la exqgesis del dicurso del orador, al reducirlo a elementos cognitivos, incrementbndose asÆ la capacidad de memorizaci£n a travqs de asociaciones mbs directas con las ideas principales en cada unidad de sentido y facilitando la estructuraci£n en el nuevo discurso realizado por el intqrprete, basado a su vez en idqnticos elementos cognitivos.

Seleskovitch, Danica «Langage, langues et mémoire : étude de la prise de notes en interpretation consécutive.» Lettres Modernes vol., n. (1975). pp.: http://brumario.usal.es/record=b1061410

Langage, langues et mémoire : étude de la prise de notes en interpretation consécutive / Danica Seleskovitch ; préface de Jean Monnet Publicac Paris : Lettres Modernes, 1975 Paris : Minard, 1975 Des. física [2], V, 272 p. ; 18 cm. Colección Cahiers champollion Nota Bibliografía : p. 263-269 ISBN 225690752x Materia Traducción e interpretación Autor sec. Monnet, Jean Localización: TRAD. Y DOCUMENT. TD/82.033 SEL lan

Seleskovitch, D. «The Teaching of Conference Interpretation in the Course of the Last 50 Years.» Interpreting vol. 4, n. 1 (1999). pp.:

This contribution looks back at 50 years of teaching conference interpretation. The author discusses natural interpretation and irrational, system-imposed interpreting and sets forth the underlying linguistic assumptions that explain conflicting views on shadowing, simultaneous into a B language, note taking, etc.

Sherwood-Gabrielson, Pam , Veronica Newington, et al. (2008). [e-Book] Consecutive Interpreting:An Instructor’s Manual : A 45-hour generic interpreting course for bilingual speakers. Builds on the Program in Translation and Interpreting’s Introduction to Interpreting: An Instructor’s Manual. Minnesota, Program in Translation and Interpreting, University of Minnesota. Texto completo: http://www.wciconline.com/Consecutive_InterpretingBD_draft_12-08.pdf

This manual is the result of a process that began in 1991 when the first version of this course was offered at the University of Minnesota. In developing and teaching this course, we have relied upon the expertise of many colleagues. We would like to acknowledge the contributions of all the individuals who have worked with us, both directly and indirectly. The original purpose of this manual was to provide instructors with a framework for teaching the Consecutive Interpreting course at the University of Minnesota. However, as interest in interpreter training grows throughout the country, it also serves as a tool for those who plan to initiate interpreter training elsewhere or to supplement their existing courses.

Szabo, Csilla «Language choice in note-taking for consecutive interpreting.» Interpreting vol. 8, n. 2 (2006). pp.:

Language choice in note-taking for consecutive interpreting pp. 129-147(19) Author: Szabo, Csilla

Thi Cuc Phuong, Nguyen and François V. Tochon «Influence comparée de la carte de concepts et du résumé sur la compréhension et la production orales durant l’interprétation consecutive.» Meta vol. 43, n. 2 (1998). pp.: http://www.erudit.org/revue/meta/1998/v43/n2/003730ar.pdf

This article discusses two techniques applied in consecutive interpretation by Vietnamese student interpreters at the Hanoi Foreign Languages College: the concept map and the summary. Using a quantitative analysis of interpretations and a qualitative analysis of semi-directed interviews, the authors show the convergent and divergent influences which the concept map and the summary have on the four variables of consecutive interpretation process : comprehension, production, note-taking, and psychological state. The article concludes with several suggestions for concept mapping assisted interpretor training.

Vázquez Y Del Árbol, Esther «Estrategias docentes para la interpretación consecutiva.» Sendebar. Boletín de la Facultad de Traductores e Interpretes de Granada vol., n. 16 (2005). pp.:

El incuestionable predominio de la interpretación simultánea frente a la consecutiva no ensombrece completamente a esta última, la cual se sigue empleando obedeciendo a razones estilísticas o logísticas. Aunque supongamos un nivel de competencia lingüística adecuado por parte del alumno, y cierta aptitud general para la interpretación, la labor del docente es también indispensable, ya que debe aplicar estrategias docentes (previamente definidas) que le permitan la optimización del desarrollo en sus alumnos de destrezas relacionadas con esta modalidad de interpretación (la memoria, la toma de notas, la intuición, improvisación, etc.). Por esta razón, y basándonos en nuestra experiencia docente, plantearemos y abordaremos diferentes ejercicios mediante los que el docente de interpretación consecutiva puede darle al alumno la formación académica necesaria para ayudarle a que éste mejore las habilidades cognitivas que le servirán de herramientas interpretativas en el futuro.

Zanier Visintin, Alessio «Basic Principles of Consecutive Interpreting. : Guía metodológica.» Alessio Zanier Visintin vol., n. (2002). pp.: http://dzibanche.biblos.uqroo.mx/cursos_linea2/azanier/trad_iv.htm

The three stages of a consecutive interpreter’s work are the understanding of the speaker’s original message, the immediate analysis of its content and the re-expression of the same content in another language, with the help of some notes the interpreter writes down upon hearing the original message.

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