체계기능언어학을 활용한 동사의 노트테이킹 방안: 영한 순차통역 교실을 중심으로
Notetaking Verbs Drawing on Systemic Functional Linguistics’s Process Types: Focusing on an English-Korean Consecutive Interpreting Classroom
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Notetaking is a useful skill in consecutive interpreting that assists an interpreter with their memory. However, the useful tool may pose a major obstacle for interpreter trainees. There is a considerable amount of research available that provides general knowledge and various examples of what and how to note (Lee 2017; Gillies 2017). Yet, the research does not seem to provide just enough resources to support beginners in notetaking; and some researchers even suggest that employing the resources is mostly personal preference (J. Choi 1998: 91; Jones 1998/2002). This gap in the perceived number of resources and the seemingly free but let-alone policy from students’ perspectives may posit a need for additional exploration on the subject. Of myriads of items related to practical notetaking resources, this study concentrates on verbs. Verbs are a key constituent in a clause that can be challenging to grasp in speech because it normally comprises only one or two words and is thus quickly followed by the remainder of the clause. The theoretical framework of this study is Systemic Functional Linguistics (SFL) which, as in interpreting, prioritizes meaning in analyzing texts. The outcome of the study includes suggestions of notetaking symbols for some types of verbs and the affirmation of the researcher’s suggestions as confirmed through usage on the students’ test.
Abstract
Notetaking is a useful skill in consecutive interpreting that assists an interpreter with their memory. However, the useful tool may pose a major obstacle for interpreter trainees. There is a considerable amount of research available that provides general knowledge and various examples of what and how to note (Lee 2017; Gillies 2017). Yet, the research does not seem to provide just enough resources to support beginners in notetaking; and some researchers even suggest that employing the resources is mostly personal preference (J. Choi 1998: 91; Jones 1998/2002). This gap in the perceived number of resources and the seemingly free but let-alone policy from students’ perspectives may posit a need for additional exploration on the subject. Of myriads of items related to practical notetaking resources, this study concentrates on verbs. Verbs are a key constituent in a clause that can be challenging to grasp in speech because it normally comprises only one or two words and is thus quickly followed by the remainder of the clause. The theoretical framework of this study is Systemic Functional Linguistics (SFL) which, as in interpreting, prioritizes meaning in analyzing texts. The outcome of the study includes suggestions of notetaking symbols for some types of verbs and the affirmation of the researcher’s suggestions as confirmed through usage on the students’ test.
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