scholarly journals Teaching Note-Taking to Beginners Using a Digital Pen

2018 ◽  
Vol 24 (42) ◽  
pp. 9-16 ◽  
Author(s):  
Eleonora Romano
Keyword(s):  
Limited Time ◽  
Note Taking ◽  
Time Efficiency ◽  
Technology Teachers ◽  
Teachers And Students ◽  
Digital Pen ◽  
Direct Feedback ◽  
Consecutive Interpreting ◽  
Personal Advice

Teaching consecutive interpreting comprises the teaching of many different skills, inter alia note-taking.  Translation scholars such as Gile [1983], Matyssek [1989], Andres [2002] and Gillies [2005] have drafted a plethora of manuals, books and articles that suggest different rules, structures, detailed symbols and abbreviations for note-taking.Teachers of consecutive interpreting face the difficulty of analyzing the students’ notes, giving direct feedback  and personal advice at class, often with very limited time at their disposal. Orlando [2010; 2015] suggests using digital pen technology in note-taking training to concentrate on the process of note-taking itself in order to observe improvements and strategies needed to acquire this skill. Thanks to this technology, teachers and students can reflect upon the reasons why students noted in a certain way and used a particular structure.This article sets out to describe how this approach has been tested at note-taking classes at Innsbruck University, with particular attention given to the analysis of different aspects of the process. The aim of the article is to demonstrate if a digital pen can be useful in training, what are the main advantages in terms of efficacy of teaching and time efficiency inter alia and if it can be used at the beginning of a note-taking course.

The process of note-taking in consecutive interpreting

Interpreting ◽  
2020 ◽  
Vol 22 (1) ◽  
pp. 117-139 ◽  
Author(s):  
Sijia Chen
Keyword(s):  
Empirical Study ◽  
Note Taking ◽  
Digital Pen ◽  
Consecutive Interpreting ◽  
The Relationship ◽  
Voice Recording

Abstract This article reports the findings of an empirical study on the process of note-taking in consecutive interpreting (CI). The focus is on the data collected via digital pen recording and voice recording while professional interpreters performed CI between Chinese (L1) and English (L2). In both directions of interpreting, the study found that the interpreters preferred language to symbol and English to Chinese. It was also found that the physical and temporal demands of symbol and abbreviation notes were lower than those of language and full word notes, respectively, whereas the ear-pen span (EPS) of symbol notes was longer than that of language notes. As to the relationship between note-taking and interpreting performance, the data showed that a higher percentage of English notes was correlated with a worse performance in both directions of interpreting. There were also some differences between the directions: in E-C interpreting, the performance was better when the EPS was shorter, when the participants used more symbol notes, and when they used fewer language notes, but in C-E interpreting, the quality of performance was positively correlated with the quantity of notes.

scholarly journals Note-taking in Persian-English Consecutive Interpreting: Considering Iranian Translation Teachers’ and Students’ Opinions

2018 ◽  
Vol 9 (3) ◽  
pp. 504
Author(s):  
Rasoul Marani ◽  
Hossein Heidari Tabrizi
Keyword(s):  
Note Taking ◽  
Female Undergraduate ◽  
Academic Context ◽  
Phone Interview ◽  
Qualified Teachers ◽  
Teachers And Students ◽  
History Of ◽  
Almost All ◽  
Consecutive Interpreting

Note-taking is one of the essential skills which is used to facilitate the process of consecutive interpreting and the different aspects of the cited skill has been investigated in the history of interpreting. But despite of this significance, very little related research could be found about note-taking in Persian-English consecutive interpreting. Due to this paucity, the present study explored and examined the translation teachers’ and students’ opinions in this respect in order to identify the weaknesses of teaching and utilizing note-taking during the process of consecutive interpreting  particularly in Iranian academic contexts. For the purpose of this research, four interpreting teachers from different Iranian universities, besides 10 male and female undergraduate translation students of quoted academic context who had passed interpreting courses, were selected meticulously and by means of phone interview, the required data were collected. The results of this investigation clearly indicate that, as well as teaching interpreting courses by the non-qualified teachers more often than not, the used syllabuses for interpreting courses do not cover all aspects of the issue and should be redesigned according to the students’ future needs in the role of the professional interpreters. Additionally, while almost all general concepts, techniques and strategies are totally unfamiliar to translation students, they entirely acknowledge the necessity of learning much more about note-taking.

Instructing novice consecutive interpreters

Babel ◽  
2009 ◽  
Vol 55 (4) ◽  
pp. 329-344 ◽  
Author(s):  
Alya' M.H. Ahmad Al-Rubai'i
Keyword(s):  
Cognitive Ability ◽  
Human Life ◽  
Cognitive Tasks ◽  
Cultural Environment ◽  
Note Taking ◽  
Special Training ◽  
Memory Problems ◽  
Cognitive Activities ◽  
Original Message ◽  
Consecutive Interpreting

All aspects of human life rely on the most important cognitive ability that man has been endowed with, namely, memory. Some cognitive tasks such as consecutive interpreting put high demands on this powerful ability to the effect that it needs special training to cope with those demands. The interpreter is required to perform a number of complex cognitive activities in order to transpose the original message from one socio-cultural environment into another. Unless his memory is able to perform well, his task will be adversely affected. In this paper, an attempt is made to suggest a number of steps that provide special training to novice interpreters with the aim of improving the performance of their memory. This is done in a preparatory training course that does not involve consecutive interpreting but working from and into the same language. If the instructor manages to help the trainee overcome memory problems in advance, he can smoothly introduce him to the process and strategies of consecutive interpretation proper. The steps suggested proceed over three phases: (1) attentive listening, meaningful analysis and visualizing, (2) anticipation and note-taking, and (3) rephrasing.


Using a Digital Pen to Support Secondary Students With Learning Disabilities

2017 ◽  
Vol 53 (1) ◽  
pp. 36-43 ◽  
Author(s):  
Min Wook Ok ◽  
Kavita Rao
Keyword(s):  
Learning Disabilities ◽  
Secondary Students ◽  
Skill Acquisition ◽  
Note Taking ◽  
Instructional Technologies ◽  
Students With Learning Disabilities ◽  
Teachers And Students ◽  
Students With Ld ◽  
Assessment And Testing ◽  
Content Review

Secondary students with learning disabilities (LD) can benefit from using assistive and instructional technologies to support content and skill acquisition. Digital pens have features that can be beneficial for students who struggle with comprehension, note taking, and organization. Livescribe pens, in particular, provide a variety features that teachers and students can use as a support for note taking, content review and test preparation, formative assessment, and testing accommodations and as a math calculator for secondary students with LD. This article describes several ways that teachers can integrate digital pens to support secondary students with LD and discusses potential benefits and challenges regarding the use of these pens.

scholarly journals Ein Modell des KSD unter Einsatz der Notizennahme

1970 ◽  
Vol 44 (1) ◽  
pp. 39-54
Author(s):  
Lucyna Krenz-Brzozowska
Keyword(s):  
Note Taking ◽  
Consecutive Interpreting

The article presents a model of consecutive interpreting that includes note-taking. This conceptualization derives from the model developed by Żmudzki, hence his approach is discussed in this paper as well. Later the author focusses on the language which interpreters use for note-taking. The finding of so oriented reasoning enabled developing of another model that can be implemented in the course of consecutive interpreting involving note-taking.

Translator training outdoors

2020 ◽  
Author(s):  
Olga Torres-Hostench
Keyword(s):  
Physical Health ◽  
Social Relations ◽  
Outdoor Education ◽  
Health Knowledge ◽  
Translation Theory ◽  
Simultaneous Interpreting ◽  
Before And After ◽  
Teachers And Students ◽  
Translation Machine ◽  
Consecutive Interpreting

Abstract Before the COVID-19 pandemic, there was no real need to integrate outdoor education into translation studies, as it was easy to balance indoor and outdoor time before and after translation classes. However, the lockdown has deeply affected not only learning but also the mental and physical health of teachers and students, and outdoor education may contribute to recovery afterwards. The proposals in this paper focus on the benefits that being outdoors has for physical health, knowledge, social relations, mental health and attitude to learning. Moreover, being outdoors allows for social distancing. The activities presented in this paper are related to specialized translation, sight translation, simultaneous interpreting, consecutive interpreting, role-play interpreting, translation theory, song translation, theatre translation, machine translation post-editing, translators’ employability, translation project management and, last but not least, intermodal transcreation.

Incorporating Podcast in Elementary School Reading Instruction

2013 ◽  
Vol 421 ◽  
pp. 652-657
Author(s):  
Chin Wen Liao ◽  
Chih Hao Chen ◽  
David Wen Shung Tai
Keyword(s):  
Elementary School ◽  
Reading Instruction ◽  
Positive Impact ◽  
Limited Time ◽  
Reading Behaviors ◽  
Educational Broadcasting ◽  
Teachers And Students

Because of the insufficient teaching hours and the limited time for practice reading in a classroom, using internet can eliminate the restriction of when and where to teach. Through the publishing and broadcasting functions of the new online broadcasting media, podcast, teachers and students can post and share their reading experiences, which can supplement the insufficient reading instruction in a classroom. The objective of this study is to examine the effect of applying podcast, the educational broadcasting media, to reading instruction. From the students checkout records and the results of the survey, the conclusions derived are: 1. Incorporating podcasting in reading instruction has a positive impact on students reading behaviors. 2. Incorporating podcasting in reading instruction sparks students curiosity and motivates them to learn. 3. Student checked out at libraries more often. 4. Incorporating podcasting in reading makes students love reading.

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