I.

II.

2.1
2.2

2.3

III.

3.1
3.2

3.3
3.4
3.5

IV.

I.

. (note-taking:

.)

 .
.

.
.

.

.

. 3

. 4

II.
.

(1) Two Modes of consecutive interpretation (: 1999:406)

a) Continuous

In the continuous mode, the interpreter waits until the speaker

has finished the whole sentence, and delivers the interpretation.

b) Discontinuous

In the discontinuous mode, the interpreter delivers the interpretation

after pauses in the source language speaker's message.

(1a) .

. .

5 10 15
.

(retentive memory (1982: 113))

.
AIIC .

(2) Note-taking is an essential element of consecutive interpreting. It consists of

noting on paper the logic and structure of a speech in order to help the

interpreter remember the contents of the speech. Note-taking is a singularly

individual exercise: some interpreters use a lot of symbols, while others

prefer drawings and still others restrict themselves to certain words. The

amount of detail noted down also varies considerably, as does the choice of
notepad, the language in which the notes are taken, etc.
(http://www.aiic.net/glossary/default.cfm?ID=133)

.
.

.
.

.

. Pauk (1974)

. .

. Seleskovitch (1978: 65)

:

(3)

Knowledge is acquired during the course of meeting.

Every time the

interpreter works at a conference, every time he tackles a subject, he learns

something new.

The more experienced he is in the mental exercise of

analysis, the more quickly he assimilates the kind of information which will
facilitate his task.

(insatiable curiosity cf. (1982: 116))

. .

.
.
.

2.1

(4) (cf. (1982: 110))

C encode
RESPONSE
C decode

receiving
sending

sending

receiving

decoding

encoding

Transfer

Mechanism

MESSAGE

MESSAGE

C: concept

receiving
sending

encoding

decoding

decode

RESPONSE
incode C

MEMORY
sending

receiving

 (transfer mechanism)

. .
.

.
.

.
.

Lung (1999)

(5)

a) timing of note-taking
b) unit of input

c) overall comprehension

d) fragmentation of memory span

e) mental space for meaning processing.

. Lung (1999)
.

5 15

.

.

 .
.

. Dejean (1981)

, ( (1998: 81) ) .

.
.

Carroll (1986: 46) (working memory)

. Carroll .
(6) Caroll (1986: 46)
Environmental
stimuli

SENSORY
STORES
visual
auditory
etc.

WORKING
MEMORY

current goals
consciousness
etc.

PERMANENT
MEMORY
knowldege
skills
beliefs, etc.

CONTROL PROCESS

planning, strategies etc.

Carroll Atkinson & Shiffrin (1968) (short-term

memory) .

(permanent memory long term memory)

(control process) .

(knowledge, skills and beliefs)

. Carroll

.

.

2.2

. .
(7) The Purpose of Notes

Notes capture the ideas of your instructors' lectures, allowing you to study

them after class. They do more: they help you to learn the material as you
transcribe it. Although lectures may seem archaic, they remain in use

because they have three powerful characteristics. First, lectures transmit

information more expediently than any other form of information exchange,

including the Internet. Secondly, lectures are performances; unlike televised

or taped presentations, they are urgent and immediate, demanding attention

and concentration. Finally, lectures require mental and physical participation.

Your notes are not simply records of a lecturer's words; they are part of a

process of active listening, mental processing, and manual recording--all of

which stimulate the mind and reinforce memory. (
)

(http://www.unb.ca/extend/wss/notetext.htm)

University of New Brunswick

.
.
.

(urgent and immediate) .

(mental and physical

participation) .
.

(performance)
(7) .

listening - mental processing - manual

recording . (mental
processing) .

(stenography) . Selekovitch (1978), Degueldre (1981),

(1999), (1998)
.

 (2) (6)

.
(8) ( (1977: 19))

.
. .
.
.
(9)

.
.

(10)

.
.

.
.

.

.

2.3
.

.

. PDA

.

.

.
(11)

a) (Cornell Method)

b) (Charting Method)
c) (Mapping Method)

(11a)

. 2.1

. .
(12)

(http://sas.calpoly.edu/asc/ssl/notetaking.systems.html)
Cue Column 1/4

.
.

 () .

. ( (Raygor, Alton L. and D.

Wark. 1970) (sentence method) .)

. Pauk (1974)

Two-column approach

.

. Cue Column
.

.
.

(13) Idea signal words

a) Main Idea signal words (!)

There is a reason why ...

And Most importantly...

The major problem is ...

b) Showing contrast (//)

On the other hand ...

On the contrary....
In contrast....

c) Giving an example (Ex))

For example....

As an example....
For instance....

d) Continuing an idea ( )
Similarly....

Also....

Continues an idea.

Further....

Furthermore....
Likewise...

In addition to...

e) Giving a reason ( )
In order to...
Because...

f) Concluding or summarizing (
So...

or

Therefore....

In conclusion....
As a result....
Finally....

In summary....

From this we see....

Cue

Column .
Note taking area Cue Column

Note Taking Area

.

. Biblioteca .

(14) Notes should reflect the structure of a speech clearly so as to help

interpreters reproduce that structure in their interpretation. On the basis of

the fundamental subject-verb-object structure, it is necessary to separate

these elements clearly and to note them always in the same position on the

sheets. These positions will form a diagonal axis, from left to right and
from top to bottom, following this scheme:
subject(s)
verb(s)
object(s)
leaving a lot of space on the same sheet so that the secondary elements of

a sentence could be noted too. The beginning of each sentence must be

very clear, and notes must be taken in a concise, non-literary manner.

(http://dzibanche.biblos.uqroo.mx/cursos_linea2/azanier/trad_iv_u2.htm)

Note taking

area .

(15)

(http://sas.calpoly.edu/asc/ssl/notetaking.systems.html)
.

. .

(16)
a)

"The word is near you; it is in your mouth and in your heart," that is, the

word of faith we are proclaiming: That if you confess with your mouth,
"Jesus is Lord," and believe in your heart that God raised him from the

dead, you will be saved. For it is with your heart that you believe and are
justified, and it is with your mouth that you confess and are saved.

b)

( )
mouth heart

. (12)
.
. ,

. (mind mapping)

.

.
(17)

(http://news.fen.com/printables/package/1,2358,23-28245,00.html )

.

(coherent text) .

III.
.

, ,

.
.

. Lung (1999) (effective note

taking skills) .
.

3.1
.

.
.

(18) A 15cm X 20cm stenographer's note-pad is recommended, and loose sheets

should definitely be avoided. Interpreters should write only on one side of

the sheets, and these must be clipped at the top, so that they can be turned
quickly and easily. The best thing to be used when writing is still the good
old lead pencil. ( )

(http://dzibanche.biblos.uqroo.mx/cursos_linea2/azanier/trad_iv_u2.htm)

5
.
. .
(19)

(a) (O)

(b) (X)

, , ,

. .

. 15 x 20 cm
.

.
.

.

.

(18) .

 . B .

3.2

.
. .
(20)

a) Conceptualization of message
b) Exploitation of knowledge

c) Circumstantial interpretation
d) Temporary symbols

. /////

(13)
.

(20b) .

400

.
.
.

( ) .

.
.

soft
system .
.
.

.
.
, ,

. A AR

AR AR #
o

. (20d)

.
.
(21)

a)
b)
c)

d)

.
.
. .

.
.

, . (1998: 84)

( ) (~)

. ' "

.
.
.
.

. 1 6 5 165M 165___ ___ ( ___

000 ) .

. Longley (1977) , 3
(10) Longley
.
.
.
.

Longley (1977)
.

. ,

. (14)
.

, 3.4

.
.

3.3

.
.
(22)
a)

b)
c)

d)
e)
f)

.

.
.

.
.
.

. .
( )

.
.
(23)
a) ____

(underline) emphasize, stress

c) ______

(long underbar) the information you know but need to

b)

d)

e)

f)

(double underline) strong emphasis

trigger memory.

origin (comes from, caused by)

therefore, result in, end up

upset, stand up for

g)

calm, downhearted, list

i)

radical increase, sudden hike

h)

j)

develop, increase, arise

slow increase, gradual hike

k)

decrease, decline,

m)

gradual decline, slow downturn

o)

support, back up, help

l)

n)
p)

radical decrease, sudden drop

occur, happen, appear, emerge

oppress, crush, attack

q)

avoid, evade

s)

stop, finish, conclude,

r)
t)

u)

v)

return, relapse, move back, cancel

start, begin, initiate (=

deadend hinderance

interfere, mediate

w)

for example,

y)

clash, confront, conflict

x)

interaction, trade, exchange,

z)

foundation, basis,

iii)

electricity, shock, surprising

ii)

oppose, hate, dislike, (meaning "no")

(23)

. (23a) (23b) .

. (23b)

. (23c)
.

insect

____ ____ ____ ,

. 000
.

(23d) (23e) (23f) (23g) .

.
A

B A B B A

. ,
. (23f) (23g) . (23h) (23k)

.
.

(23h) (23m) .

,
. (23j) (23m)

(23h)( ) (23k) ( )

. (23n) (23o), (23p)

,

. (23q) (23r) .

(23q) (23r)

. (23s) (23t)

(28a) (28b) .
(23v)

. (23y)
x (

. (23ii) X

. (25a)
.

 .
. (23iii) .
. (23i)(

) (23l)(

. (23v)

(24)
a)

root, cause, origin

c) x

multiply, times, expand

b) +

add, plus, and

d)

divide dividend

f)

belong to, element of

h)

exactly identical

e)

include

g) =

mean interpret same as

i)

almost identical, about

j)

opposite

l) <

smaller than, worse than, less than

k) >
m)

n)

o)

larger than, better than, more than

( )

total ( integral )

eternal, relation

nothing, null, nullify, ignore

(24)

. (24a) root

 .
. (24b) (24j)

.
, , (25a)

(~) . (24k) (24l)

. .
(24m)
(integral)

(24n)

.
.

(23x)

( ) . (24o)
, , .
(25)
a) ~

minus, exclude, negate

b)

therefore

d)

all, universal, always

f)

change, difference

c)

e)
g)

h)

because

exist, some, sometimes

and ( + .)
or

(25) . (25a)

. (25b)

(25c) .

. (25d)

(25e)
.

. (25f)

. (25g) (25h)
(25g) +

.
(26)
a)

b) '

c) "

d) !

period, point, terminate

stress, focus, important

ditto, plural

true, right, emphasis, ever

e) ?

problem

g) $

money, dollar

i)

check, control, confirm

k)

world, universe, globe

f) @
h) :
j)

l)

or

location, address

about, regarding

head, chair ( )

God, Lord (thing, stuff)

m)

beginning, initial stage,

o)

very small, tiny, negligible

n)

p)

q)

r)

end, finish

bad, not good,

in progress, progressive aspect.

power, ability, work, effort, try, emulate, strive

s)

t)

country, mouth

cross, church, sacrifice

(26) .

. ,
, .

(26b)

(23a)
. (26c)
, .
"

" . ( (28j) ) (26d)

(26i) .

$ ~

(26j) (head) ( )

. . (23k)

world ( )
. (

) .

3.4 .

(26l) (26q) .

thei . thing

, .

(micron) micro .

. (26p)

.
.

, ,

. , ,

. (26q) -ing" .

. (26r) , , ,

. (26s) () () (27)
. (26t) +

.
+ .
(27)
a)

export, emigrate, get out of the country

b)

import, immigrate, get into a country

d)

happy, satisfy

f)

unhappy, dissatisfy

c)

e)

international

indifferent, not concerned

g)

imagine, think, remember, know, guess

i)

conference

h)

forget

j)

discuss, announce

l)

go out, withdraw

k)

group, club, meeting

m)

come in, join, come to the meeting

o)

person, man

n)

essence, core

. (27a) (27b)

.
. ( )

) .

, ,

(27g) (27h)
.

((28g) ) (27i)
(27j)

(27l) (27m) . (27n)

.
(

) (26a)

(27o) .

.
.

(chairman) o ($
$o ()

) .

.
(28)
a)

b)

future tense, start, since (starting from)

past tense, until, up to a point

c)

insert, intrude

d)

delete, omit, eliminate

f)

retrospect, look back

e)

see, witness, expect, anticipate

g)

say, claim, contend

i)

hear, listen

h)

announce, proclaim, declare, publicize

j)

person, people

k)

female, woman

l)

male

m)

institute, government, school

o)

airplane, transport by plane.

n)
p)

congress
train,

q)

car, truck

s)

interpret, interpretation

r)
t)

q)
r)

ship, move by sea

diagnose, examine

majority, many, general, generally

minority, small, minor, partitive

(28a) (28b) .

. (25f)

l978 1978 l978 1978

. 3d (3 ) 1y

() . (28c) (28d)

(28e) (28i) , ,

. (28e) (28f)
. (28g)

(28h) . (24l)

.
.

(29)
a) (<)

Government talked about

economic problems

b) (<)

Government structure is less important than

economic problems.

(<) .

, ,

(29a) .

.

(28h) (28g) .

. (27o) (<o)
o

( o), (
o

) .

(28j) (28k) (28l) . (27o)

. (28j)
P (person),

(people) . (28k) (28j)

 female f

. (28l)


.

(28m) (28n) . (28m)

(29) .
,

. (28n) .

3
(

) (

. (28o) (28p) (28q)

(28r) .

1
(

) 3 (

) .

) (

) .

(28s) (28t) .

. (28s)

.
. (28t) .

, , .

(28q)

( ) (28r)

iota
.

. (28)

. .
.

()

# ()

()

3.4
3.3

.
.

. .

. (acronym)

(abbreviated form) .

.

.

 .
. 3.3
.

.
.

.
(30)
a) Q

question

b) A

answer

d) E

economy, economic, economize

f) W

war

c) U

e) M
g) d

you

million

day

h) w

week

j) y

year

i) m
k) c

month
century

(30) .

. (30d) E
(E?)

. (30f) W

(26k)

. .

(30a) (30f) .
(31)
a) w/

with

c) w/n

within

e) re

regarding

b) w/o
d) vs

f) b/n

without
against (versus)

between

(31)

(/) . (31a) (31b) (31c) (31f)

(31d) (31e) (26h) :

. . Greer (1976)
.
(32) Greer stenospeed
a) Rule one

Write a word the way it sounds, omitting all silent letters.

b) Rule two

Write all vowels which begin a word unless they are silent...

(32a) (32b)

ch [k]
k" .

.
.

(32)

a) .

b) .
c) .

d) . ( (apostrophe) )
e) .

.
(33)
a) blv

believe

c) stnt

student

b) qt

d) psbl

quiet

possible

e) bkgd

background

g) omt

omit

i) ofr

offer

f) egr

h) emt
j) wt

eager

emit

what

k) wn

when

m) wr

where

l) hw

how

.
. (33g)

(28d)

. (33) .
ex, en, em (x, n, m) .
(34)
a) xpt
b) nv

c) mbrk

export

envy

embark

(32a) [x,

m, n] .
(35)
a) mar

marketing

c) cli

client

b) cus

customer

d) tho

though

f) lang

language

e) thru

through

g) max

maximum

i) dem

democracy

h) min
j) lib

minimum
liberal

k) Dem

Democratic Party

m) ind

individual

o) int

interest

l) Rep

n) ref.

Republican Party
reference

p) incl

including

r) ref

reference

q) esp
s) diff

t) info

especially
difference

information

. (34a) (34f)

. (35t)
.
(36)
a) gov't.

government

c) gen'ion

generalisation

e) int'l

international

b) tech'gy
d) del'y

technology
delivery

(35)

. (36) (35)

. (36) (35) .

gen'ion g__ion .

. .

(37)
a) President

Pres

Pr

b) astronomy
c) between

astr

btwn

d) Democratic Party
e) student

f) background

stnt

b/n
st

bkgd

Dem

bg

(37a) Pr

. ()

Pr P . (37b)

. A

(30), (31)

.

3.5
.

.
.

.

.
.

.
.

kill kll

(28d)

exterminate, finish, drop, get rid of, end, terminate, execute, eradicate"
.

(go

(send s

(run r

) ~ .

.
,
.

.
.

IV.

.

.

. , , ,

.
.

.

.

. 1999. Characteristics of Consecutive and Simultaneous Interpretation between

Korean and English. 15, 405-418.

1977.

. 1982 A Practical Analysis of Interpretation Focused on English-Korean

Simultaenous Interpretation. 5, 105-126.

. 1998. .

Atkinson, R. C. & R. M. Shiffrin 1968 Human memory: A Proposed System and its

Controll Process. In K.W. Spence & J. T. Spence (eds.) The Psychology of

Learning and Motivation: Advances in Research and Theory vol. 2. Academic

Press, New York

Carroll, David W. 1986 Psychology of Language. Brooks/Cole Publishing Company,

Monterey, California.

Deese, James and Ellin K. Deese. 1979. How To Study (3rd ed). New York:
McGraw-Hill, Inc.,

Degueldre, C. 1981. Introduction to Interpretation. Ms., Hankuk University of Foreign

Studies.

Degueldre, C. & A. Lichtenberg. 1985. The Teaching of Interpretation: Principles and

Methodology. 1 : 179-192.

Greer, Frances 1976. Stenospeed Shorthand. Science Research Associations, Inc. (IBM
Co.) Chicago.

Longley, P. 1977. An Integrated Programme for Training Interpreters. In Gerver, D. &

H. Sinaiko (eds.) Language Interpretation and Communication.
York.

Plenum, New

Lung, Rachel. 1999. Note-taking skills and comprehension in consecutive interpretation.

Babel 45.4: 311-317, Federation Internationale des Traducteurs

Pauk, W. 1974. How to Study in College. Boston: Houghton Mifflin.

Raygor, Alton L. and D. Wark. 1970. Systems For Study. New York: McGraw- Hill,

Selekovitch, D. 1978. Interpreting for International Conference. Pen and Booth Co.,

Washington D.C. (Translation and adaptation of "L'interpr te dans les

Conf rebces Internationales: Probl mes de langage et de Communication."

Published by Minard, Paris 1968.

Raygor, Alton L. and David Wark. 1970. Systems For Study. New York: McGraw- Hill,

 Websites
http://www.aiic.net/glossary/ ( )

http://www.unb.ca/extend/wss/notetext.htm (University of New Brunswick

)

http://sas.calpoly.edu/asc/ssl/notetaking.systems.html ( )

http://dzibanche.biblos.uqroo.mx/cursos_linea2/azanier/trad_iv_u2.htm (
)

http://news.fen.com/printables/package/1,2358,23-28245,00.html ( (mapping
method) )

http://dzibanche.biblos.uqroo.mx/cursos_linea2/azanier/trad_iv_u2.htm:

<Abstract>

Some Notes on Note-taking for English-Korean Interpretation

Yongsung Lee
This paper aims to provide a systematic introduction to note-taking and its relation

to interpreting. Based on the Cornell method of note-taking, this paper introduces the
diagonal flow of ideas, and the use of margins in note-taking. As discussed in the

paper, what the note-taker deals with is not the language but the message that is

conveyed by that language. Therefore it is extremely important to realize that the note
contains the idea of the speaker not the language, which is simply viewed as a tool to
convey the message.

This paper introduces two types of tools in note taking: signs and abbreviations. Sign

includes such symbols as are used in mathematics, chemistry, logic and others. It can
be anything that provides natural association to the meaning.

The use of signs can

effective liberate the note-taker from the bondage of incoming language information so
as to focus more on the message. Abbreviations, unlike signs, represent the language

not the message. But they can be effectively employed when the note-taker is either
pressed for time in coming up with a symbol or is dealing with Proper Nouns. The

combination of signs and abbreviations, when the note-takers get used to them, is
proved to be a very useful tool for successful interpretation.

Note-taking should not be rigid. Signs, and abbreviations as well for this matter,

must be interpreted circumstantially. A symbol must be interpreted differently in

different situations. Further, though it is basically true that

note-taking skill is

something that each interpreter has to develop on his own, this paper emphasizes the
importance of sharing the signs and abbreviations for the student-interpreters. Shared
symbols and abbreviations are a powerful tool to assist the partner in simultaneous
interpretation.