Effective Note-taking in Consecutive Interpreting Training: An Initial Analysis of Language Choice Using Working Memory
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This study looks to investigate the cognitive resources used during the note-taking task for consecutive interpreting. The authors posit that taking notes in the source language (SL) can help avoid cognitive saturation than notes taken in the target language (TL). they use Gile’s Effort Model of interpreting as a framework for discussing cognitive processes in a way that is familiar for researchers in the field. Working memory (Baddeley 2007; Cowan 2005) provides the theoretical model used for approximating the cognitive processes and resources, and when applied, suggests a shift towards note-taking in the SL. The study includes sixteen graduate students in an interpreting program taking two rounds of tests in consecutive interpreting. The data includes interpreting recordings, their notes, and a memory test. Analysis showed that some gains in accuracy were made when a student took notes in the SL as opposed to the TL. The authors’ account for this gain as relieving the interpreter of cognitive overload by displacing some of the cognitive resources to the second phase.
Abstract
This study looks to investigate the cognitive resources used during the note-taking task for consecutive interpreting. The authors posit that taking notes in the source language (SL) can help avoid cognitive saturation than notes taken in the target language (TL). they use Gile’s Effort Model of interpreting as a framework for discussing cognitive processes in a way that is familiar for researchers in the field. Working memory (Baddeley 2007; Cowan 2005) provides the theoretical model used for approximating the cognitive processes and resources, and when applied, suggests a shift towards note-taking in the SL. The study includes sixteen graduate students in an interpreting program taking two rounds of tests in consecutive interpreting. The data includes interpreting recordings, their notes, and a memory test. Analysis showed that some gains in accuracy were made when a student took notes in the SL as opposed to the TL. The authors’ account for this gain as relieving the interpreter of cognitive overload by displacing some of the cognitive resources to the second phase.
참고문헌 (22)
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