통역사의 정보처리 부하와 노트테이킹의 양적관계
Notetaking Quantity and Interpreter's Information Processing Load: A Case Analysis of Korean-into-English Consecutive Interpreting
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초록
This study examines the notetakings of two groups of students performing Korean into English consecutive interpreting. The aim of the investigation is to compare the notetaking records of two groups of students showing discrepancy in interpreting performance: Group A consist of five students in the top 20 percentile in the consecutive interpreting performance while Group B are five students randomly chosen from the remaining 80 percent of the class. The analysis of the notetakings showed students, in general, took note of nouns in the Source Language. The second highest frequency of notes was symbols. Both groups of students took notes more in the Source Language compared to the Target Language. The study also showed that Group A students, in general, took less notes than Group B students, which may be an indication that students allocate much more efforts on notetaking and there are much less efforts for other tasks such as information processing or planning for target expression. As for "what" students took notes of, no clear differences were found between the two groups.
Abstract
This study examines the notetakings of two groups of students performing Korean into English consecutive interpreting. The aim of the investigation is to compare the notetaking records of two groups of students showing discrepancy in interpreting performance: Group A consist of five students in the top 20 percentile in the consecutive interpreting performance while Group B are five students randomly chosen from the remaining 80 percent of the class. The analysis of the notetakings showed students, in general, took note of nouns in the Source Language. The second highest frequency of notes was symbols. Both groups of students took notes more in the Source Language compared to the Target Language. The study also showed that Group A students, in general, took less notes than Group B students, which may be an indication that students allocate much more efforts on notetaking and there are much less efforts for other tasks such as information processing or planning for target expression. As for "what" students took notes of, no clear differences were found between the two groups.
참고문헌 (16)
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