scholarly journals Language Choice in Note-taking for C-E Consecutive Interpreting—An Empirical Study on Trainee Interpreters in China’s Mainland and Taiwan

2019 ◽  
Vol 3 (4) ◽  
pp. p457
Author(s):  
Cheng Zhan
Keyword(s):  
Empirical Study ◽  
Qualitative Methods ◽  
Questionnaire Survey ◽  
Language Choice ◽  
Target Language ◽  
Note Taking ◽  
Structured Interviews ◽  
Source Language ◽  
Consecutive Interpreting ◽  
Quantitative And Qualitative Methods

Based on features of language in note-taking for C-E consecutive interpreting, this research studies and analyzes possible reasons behind the language choice of trainee interpreters in consecutive interpreting. The research combines quantitative and qualitative methods, and conducts a questionnaire survey, consecutive interpreting experiments and semi-structured interviews with 12 trainee interpreters in China’s Mainland and Taiwan. The research shows that notes in language forms account for the largest percentage of notes taken in consecutive interpreting, and that language choice in note-taking cannot be totally explained using the “source language vs. target language” or “A language vs. B language” dichotomy, but is also influenced by efficiency of handwriting and interpreters’ training profile.

scholarly journals KLASIFIKASI LEKSIKOSTATISTIK BAHASA BANGGOI DAN BAHASA HOTI DI KABUPATEN SERAM BAGIAN TIMUR [Lexicostatistic Classification Of Banggai And Hoti Language In East Seram District]

TOTOBUANG ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 239-255
Author(s):  
Erniati Erniati
Keyword(s):  
Data Collection ◽  
Qualitative Methods ◽  
Direct Observation ◽  
Geographical Proximity ◽  
Note Taking ◽  
The People ◽  
Quantitative And Qualitative Methods

This study is a lexicostatistical study that aims to classify words that are related statistically to classify similarities. This research is focused on Banggoi and Hoti languages spoken by the people in West Bula District, East Seram Regency, Maluku Province. The aim is to determine the kinship classification of Banggoi and Hoti languages and determine the time of separation between the two languages. The method used is quantitative and qualitative methods with data collection techniques using direct observation, listening, note-taking, and recording methods. The results showed that Banggoi language and Hoti language have kinship with percentage of 31.5%. Based on this percentage, the two languages are at the stok/family kinship level. The existence of this kinship is influenced by geographical proximity, while the time of separation of the two languages is estimated at 1,170 years ago. Kajian ini merupakan kajian leksikostatistik yang bertujuan mengelompokkan kata-kata yang berkerabat dengan mengelompokkan persamaan secara statistik. Peneltian ini difokuskan pada bahasa Banggoi dan bahasa Hoti yang ditutukan oleh masyarakat yang ada di Kecamatan Bula Barat, Kabupaten Seram Bagian Timur, Provinsi Maluku. Tujuan kajian adalah untuk mengetahui klasifikasi kekerabatan bahasa Banggoi dan bahasa Hoti dan menentukan waktu pisah dari kedua bahasa tersebut. Penelitian ini menggunakan  metode kuantitatif dan kualitatif dengan teknik pengambilan data dilakukan dengan menggunakan teknik  observasi langsung, simak, catat, dan perekaman. Hasil penelitian menunjukkan bahwa antara bahasa Banggoi dan bahasa Hoti memilki kekerabatan dengan persentase 31,5%. Berdasarkan persentase tersebut maka kedua bahasa tersebut berada pada tingkat kekerabatan stok/rumpun.  Adanya kekerabatan bahasa Banggoi dan bahasa Hoti karena dipengaruhi oleh letak geografi yang berdekatan dan  waktu pisah kedua bahasa tersebut diperkirakan pada 1.170 tahun  yang lalu.

The effects of topic familiarity on information completeness, fluency, and target language quality of student interpreters in Chinese–English consecutive interpreting

2021 ◽  
Vol 22 (2) ◽  
pp. 176-191
Author(s):  
Hua Chen ◽  
Ying Wang ◽  
T. Pascal Brown
Keyword(s):  
Rating Scales ◽  
Target Language ◽  
Strongly Correlated ◽  
Structured Interviews ◽  
Topic Familiarity ◽  
Language Quality ◽  
Training And Research ◽  
Consecutive Interpreting

Abstract This study investigated the effects of topic familiarity on interpreting quality of eighteen Master of Translation and Interpreting (MTI) student interpreters in Chinese–English consecutive interpreting (CI) at a university in China. Data were collected from two interpreting tasks in a 2-hour interpreting course over a four-week period. The interpreting quality was assessed by using three analytic rating scales (i.e., information completeness, fluency of delivery, and target language quality) and a holistic rating. Semi-structured interviews with the students were conducted to gain some in-depth perceptions of the effects of topic familiarity on interpreting quality. The results showed that topic familiarity had significant effects on information completeness, fluency of delivery, target language quality, and holistic scores of the interpreting tasks. It was also found that topic familiarity strongly correlated with information completeness, fluency of delivery, target language quality, and holistic scores. The findings of the study indicate that topic familiarity should be included and highlighted in Chinese–English consecutive interpreting in classroom contexts. The study provides effective guidance for interpreting teaching, training, and research.

scholarly journals CATEGORY SHIFTS IN TRANSLATION: A CASE STUDY ON THE TRANSLATION OF ENGLISH COMPLEX NOUN PHRASES INTO INDONESIAN

2017 ◽  
Vol 25 (1) ◽  
pp. 11
Author(s):  
Darso Donatus
Keyword(s):  
Noun Phrases ◽  
Target Language ◽  
Note Taking ◽  
Source Language ◽  
Qualitative Descriptive ◽  
Observation Method ◽  
Different Characteristics ◽  
Descriptive Method

This study aims at identifying the types of category shifts and explaining their occurrence in the translation of complex noun phrases from English into Indonesian in The Valley of Fear Novel. The data were collected using observation method which was supported by implementing note taking technique in order to find out, identify, and classify the data. The data were analyzed by applying the qualitative descriptive method. The theory applied in this study is the theory of translation proposed by Catford (1965) to identify the types of category shifts found and to explain their occurrence. The result shows that all types of category shifts proposed by Catford (1965) such as structure shift, class shift, intra-system shift, and unit shift are found in the translation. Structure shift occurs in the highest frequency of 339 cases or about 66,86% out of total 507 cases, class shift occurs 75 cases or 14,79 % out of total 507 cases, and intra-system shift occurs 48 cases or 9,46 % out of total 507 cases, and unit shift occurs 45 cases or 8,87 % out of total 507 cases. The occurrence of category shift is caused by the different characteristics of source language and target language.

scholarly journals High School EFL Teachers’ Perception of the Use of Pictures in Pre-Reading Stage

2021 ◽  
pp. 267-284
Author(s):  
Nguyen Thi Yen Phuong ◽  
Nguyen Huynh Trang
Keyword(s):  
High School ◽  
High Schools ◽  
Qualitative Methods ◽  
Mekong Delta ◽  
Descriptive Study ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Quantitative And Qualitative Methods

This descriptive study aims to investigate EFL teachers’ perceptions toward the use of pictures in pre-reading stage as well as the role and the possible difficulties of using picture in pre-reading stage that they may gain. The current study adopted both quantitative and qualitative methods to collect the data via questionnaire and semi-structured interviews with the participation of 30 teachers in different high schools in the Mekong Delta, Vietnam and six out of the teachers were invited to participate in the interviews. There are some main following findings. First, EFL teachers highly appreciated about the role of pictures in pre-reading stage. Second, the participants revealed there were some possible difficulties that prevent English teachers from using pictures in pre-reading stage.

The language of consecutive interpreters’ notes

Interpreting ◽  
2012 ◽  
Vol 14 (1) ◽  
pp. 55-72 ◽  
Author(s):  
Marta Abuín Gonzàlez
Keyword(s):  
Skill Acquisition ◽  
Quantitative Methods ◽  
Target Language ◽  
Relevant Factor ◽  
Source Language ◽  
Advanced Students ◽  
Interpreter Training ◽  
Expertise Level ◽  
Consecutive Interpreting ◽  
Different Levels

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.

scholarly journals The Choice of Language for Note-taking for the Purposes of Consecutive Interpreting

2021 ◽  
Vol 27 (4(54)) ◽  
pp. 51-61
Author(s):  
Dariusz Hanusiak
Keyword(s):  
Mother Tongue ◽  
Target Language ◽  
Small Scale ◽  
Note Taking ◽  
First Semester ◽  
Case Study Analysis ◽  
Natural Choice ◽  
Consecutive Interpreting ◽  
Selection Of

The subject of the article is the choice of language that is used for notetaking for consecutive interpreting. The paper is based on a small-scale empirical case study analysis of note-taking by interpreting students. The analysis was aimed at determining which language – source language (SL) or target language (TL) – was preferred by students, who were given freedom of choice regarding the selection of language that they would use for the preparation of notes to help with consecutive interpreting tasks. The study group consisted of three cohorts of translation and interpreting students who were at the end of their first semester of work with consecutive. The students were asked to prepare notes for a regular consecutive task, from English into Polish; Polish was the mother tongue for all of the students. The outcomes of the analysis may show what might be the “natural” choice of language for notation and may provide suggestions about improving the system of teaching notation in the case of novice interpreters.

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.

From controversy to complexity

Interpreting ◽  
2021 ◽  
Author(s):  
Helle V. Dam
Keyword(s):  
Mixed Methods ◽  
Language Choice ◽  
Questionnaire Data ◽  
Note Taking ◽  
Mixed Methods Design ◽  
Complex Interplay ◽  
Conflicting Evidence ◽  
Design Analyses ◽  
Consecutive Interpreting

Abstract A replication of previous research, this study sets out to re-examine language choice in note-taking for consecutive conference interpreting – a topic that is widely believed to be subject to conflicting evidence. Extending the existing database considerably, the study draws on data from seven different consecutive interpreting tasks involving five different languages and both interpreting directions (B into A and A into B) performed by ten participants with seven different language combinations. Interpreters’ notes from these performances served as the main data of the study, which was complemented by questionnaire data to form a mixed-methods design. Analyses of the interpreters’ notes identified the A language as by far the strongest determinant of language choice, above and beyond other language categories; this confirmed the results of the replicated research. The questionnaire data, however, did not mirror the patterns found in the interpreting data consistently, suggesting a complex interplay of behavior and norms. The article concludes with a discussion of these and previous findings, arguing for the topic of language choice in note-taking to be reframed as one of complexity rather than contradiction.

Exploring Outcomes of Gaelic-Medium Education: Research Design and Analysis

2019 ◽  
pp. 43-64
Author(s):  
Stuart Dunmore
Keyword(s):  
Education Research ◽  
Qualitative Methods ◽  
Research Design ◽  
Speech Acts ◽  
Language Use ◽  
Structured Interviews ◽  
Online Questionnaire ◽  
Overall Design ◽  
Medium Education ◽  
Quantitative And Qualitative Methods

This chapter outlines the immediate context and parameters of the study that informs the book, including the research design adopted to establish validity and investigate the key social and linguistic questions identified in previous chapters. It firstly provides a succinct overview of GME in Scotland, outlining the system’s growth and identifying the expectations of parents and practitioners in its earliest years, before situating the present research within the wider experience of GME in Scotland. It subsequently summarises the overall design of the research, which employs both quantitative and qualitative methods. Semi-structured interviews and an online questionnaire are employed to examine language use and attitudes and facilitate data triangulation of research results. The chapter then outlines and describes the pool of participants among whom the research is conducted. Lastly, it describes the various methods used to contact this group, and to analyse the quantitative and qualitative datasets. The chapter will discuss how the dual qualitative analytic focus on discourse content and form contributes to the validity of the analysis, by delving below the surface semantics of speech acts to consider speakers’ pragmatic meanings holistically.

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