Note-Taking & Short-term

Memory in Interpretation

Nguyễn Văn Tuấn

Hue College of Foreign Languages
Note taking has proved itself to be
very useful.
- improving concentration
- preventing distraction
- facilitating the reception and analysis of the
speech
- helping the interpreter relieve the memory
- recording the specific details and data
- releasing the interpreter from bearing the
whole thing in mind
- activating the memory of the interpreter with
cues or signals
- highlighting missing details
 What to Note
1. Main Ideas
- Being unable to write down everything
spoken by the speaker
- identifying, selecting and retaining
important ideas
- Omitting anything irrelevant to the
understanding of the original speech
- Easily tracing back the structure of the
speech
- Always keeping fidelity to the original
content
 What to Note
2. The Links
- connections between individual ideas
determining the overall meaning of the
speech
+ the logical consequence :
consequently, as a result
+ the logical cause : because, due to
+ opposition : but, yet, however
- following every movement and
direction change made by the speaker
without any difficulty.
 What to Note
2. Non-contextualized Information
- Numbers, proper names, lists of things
and terminologies
- Elements that cannot be recalled in a
given context
3. Verb Tenses
- Showing different points of time
- Showing different moods
 How to Note
1. Abbreviations
- helping the interpreter take notes
quickly
- saving time
- understood immediately when
interpreter reads back notes
- Familiar, meaningful to the interpreter
- be consistent
- unequivocal and unambiguous
 How to Note
- Write what is heard: high- hi; know- no
- Drop medial vowels: build- bld; legal- lgl;
bulletin
- Write initial and final vowels: office- ofs;
easy- ez
- abbreviation of words : Pron, Prer, Prct,
Prvity
- abbreviation to indicate verb tenses: eat ll,
see d
- abbreviating the register: “In order to arrive at
some conclusion” - to end; “with the
intention of/ with the purpose of”  to
 How to Note
2. Symbols
- Representing ideas and eliminating
source language interference
- Well prepared in advance
- Being consistent
3. Layout
SHORT-TERM MEMORY
Short - term memory stores a limited amount of
information for a limited amount of time , roughly
15-30 seconds.

Short - term memory has a very limited duration. We

can remember six or seven items only as long as
we give all our attention to them.

It is necessary for consecutive interpreters to stop

speakers every six or seven words to clear their
STM and prepare to receive new information.
SHORT-TERM MEMORY
Information enters the STM as a result of
applying attention to the stimulus.

Capacity of STM is limited and small.

Information must be encoded: Acoustic

coding, Visual coding, Semantic coding.

Information loss is unavoidable.

 SHORT-TERM MEMORY
• Interpreting is an STM-centered
activity: encoding, storing, retrieval
of information, and decoding of
information

• Short-term memory is the top

requirement of interpreters when
doing their job.
 Comprehension tactics

• Delaying the response to revise info

through STM
• Reconstructing the segment (with the help
of the context)

When interpreters have not properly heard or

understood a technical term, name, number,
or other types of speech segment, then they
can try to reconstruct it in their mind using
their knowledge of the language, the subject,
and the situation.
 Preventative tactics

• Taking notes
When the speech contains figures and
names that interpreters feel they may forget
and that they cannot reformulate right away
for syntactic reasons, they may take them
down in notes.
• Changing the Ear – Voice Span (EVS)
EVS is the time lag between comprehension
and reformulation
By lagging further behind, interpreters
increase comprehension potential, but may
overload short-term memory.
 Preventative tactics
• Segmentation
This is applied when faced with potential overload of
memory, as with a source language and a target language
that are syntactically very different. By the means of
segmentation, short - term memory can help interpreters
keep in mind the original structure and rearrange
information at the same time.
Changing the order of elements in an
enumeration
Enumerations are high-density speech segments,
especially with names, which can be reproduced from
echoic memory (memory of the sound), or with terms which
are easily transcoded.
Omitting
 Exercises
1. Exercise 1 (comprehensive listening):
Yesterday, Tom has an unforgettable experience. While driving
to school, he had seen a crowd in street. He asked a person what
they were doing. “Well, Robbin William’s here. Everybody wants
to see him and have his signature” …. “Wow” – Tom thought
“He’s my idol. But how to get close? I have an examination this
morning”. Leaving with regret, he were so surprised and couldn’t
believe in his eyes, a stranger in his car, looking at him and
smiling “Come on, guy. Help me to hide, just a moment”- said
Robbin.
After playing tapes, the listeners are required to say what they can
remember about the story:
- Name of main character: Tom
- Time: Yesterday
- Event: Robbin William – his idol – asked Tom to help him avoid the
crowd.
Exercise 2: (Sequences – Intensive listening)
(1) As some recent researches prove, some fruits like apple,
grape, tomato, orange, melon and peach are rich of vitamin C.
The list is about object, listeners can use short-term memory to
rename adequately.
(2) If you want to sign in the security system, you need to have a
personal identification number (PIN), for example:
784291736520
The utterance includes twelve digits without order, then a tip to use
short-term memory for memorizing is “chunk”: divide the number
into set of digits (2 or 3 digits per chunk):
- 784 291 736 520
- 78 42 91 73 65 20
• (3) Vietnam history has witness many victories against invaders:
from Ngo dynasty to Ly, Tran, Le empires in the previous
millennium.
• In this case, listeners should pay attention to the time sequences to
rename the subjects: Ngo, Ly, Tran, Le
Exercise 3 (Object Listing with arrangement)
I have to learn a lot of subjects at school but just
some of them are in my favor. At primary school, I
was very good at history and geography. The latter is
also my favorite subject at secondary school… High
school, uhm…, let I remember, maths, chemistry and
physics – all natural sciences… Well, I forget, I was
also interested in music at junior high school because
I seemed to be talent at this subject.
The speaker provided a number of subject but the point of time may
be confusing. Therefore, when using short - term memory, the
listeners should rearrange items as well:
- Primary school: history, geography
- Secondary school: geography, music
- High school: maths, chemistry, physics
Exercise 4: (Short - term memory game) – “I went to the market”
Read a poem (if preferred):
Jonny went to the market. Jonny went to the store.
But when poor Jonny got there, he forgot what he
went there for.
Momma gave him a list. Momma gave it to him
twice.
And what Momma wanted was a big bag of rice….
Then the first player add: “Momma wanted rice and
carrots”
The next player repeat and add another items
“Momma wanted rice, carrots and a cake….”
Exercise 4: (Short - term memory game) – “I went to the market”
Read a poem (if preferred):
Jonny went to the market. Jonny went to the store.
But when poor Jonny got there, he forgot what he
went there for.
Momma gave him a list. Momma gave it to him
twice.
And what Momma wanted was a big bag of rice….
Then the first player add: “Momma wanted rice and
carrots”
The next player repeat and add another items
“Momma wanted rice, carrots and a cake….”
Exercise 5: (Categorization)
European governments are dealing with a different issue linked
to immigration and population growth. Racial and ethnic
tensions are increasing in some European countries. This issue
intensified last year in France when hundreds of young Arab and
African men rioted. They were protesting against economic
inequality and the failure of French society to accept them. Many
rioters were the children of immigrants who had moved from
countries like Algeria and Tunisia in the nineteen fifties and
sixties.
The population of Europe is also aging faster than any other part
of the world, except Japan. Birth rates are also down in many
European countries. Experts say the number of people depending
on workers will rise as the number of workers falls. They say
spending in European countries will have to increase for
retirement, health care and long-term care for old people in the
future.
Trainees should pay attention to two sub-topics in the passage,
then classifying items in the two groups:
- Immigration: Racial and ethnic tensions
+ Issue: A riot in France
+ Reasons:
. Economic equality
. Failure of society acceptance
- Population Growth:
+ Issue: Aging faster
+ Impacts: More spending on:
. Retirement,
. Health care
. Long –term care for old people
• Exercise 6: (Generalization)
The Chinese government said its one-child policy has led to fast
economic growth. Yet, some people believe it has created a
troubled economic future. Wang Feng is an expert on Chinese
population issues at the University of California-Irvine in the
United States. He says fewer people will be entering the Chinese
workforce in coming years. But, more people over age sixty-five
will be demanding retirement payments from the government.
So he says a smaller workforce could have bad effects on the
economy.
Experts believe China’s one-child policy has affected the country
in other ways. Chinese society values sons over daughters. Some
parents choose to end a pregnancy if the fetus is a girl. So more
boys than girls are born in China. As a result, experts say about
forty million Chinese men will not be able to find women to
marry within the next fifteen years. Experts say this could lead
to kidnappings and more trafficking of woman and girls.
The speaker much discussed the disadvantages
of China’s one-child policy; however, facilitating
short - term memory in such context needs the
technique of generalization:

The disadvantages of China’s one-child policy:

- Bad economic effects:
+ Smaller workforce
+ Increased retirement payments
- Gender imbalance: more boys than girls -> girls
kidnapping and trafficking
• Exercise 7: (Comparison)
Many people around the world are trying to create new kinds
of businesses. Entrepreneurs organize, build and support
their business proposals. They may have ideas about new
products. Or, they may have ideas about new ways to do
business.
Social entrepreneurs are similar to business entrepreneurs.
However, social entrepreneurs try to improve conditions in
their communities. They organize, build, and support new and
creative projects. Their goal is to improve people’s lives. Their
work is very important. Usually, social entrepreneurs do not
receive much support for their work. However, the World
Bank is trying to change this. The bank recognizes the need
for social entrepreneurs and has developed a special
program to offer them support.
• Criteria Private entrepreneurs Social entrepreneurs

• Performance organize, build and support their

business proposals organize, build, and support new and
creative projects
• Goal products Living conditions
 What is Conference Interpreting?
Two types of conference interpreting:  consecutive
and simultaneous
• In consecutive interpreting, the interpreter
listens to the speaker, takes notes and renders
the speech in the target language once the
speaker has finished.
• In simultaneous interpreting, the interpreter sits
in a booth overlooking the meeting room.  The
speeches given are interpreted simultaneously
and relayed to delegates by means of the sound
equipment
Knowledge Required by a Conference Interpreter (1)

1. complete mastery of the target language

Complete mastery of the target language is

essential if the original speech is to be
reproduced in the target language with all its
nuances, whatever the subject, level of
technical complexity and style. This implies a
broad vocabulary base as well as the ability to
express oneself accurately and with ease in a
variety of registers.
Knowledge Required by a Conference Interpreter (2)

2. In-depth knowledge of the source language

In-depth knowledge of the passive languages

will, for example, enable an interpreter to
understand the English of an American, a
Japanese or an African. In both the active and
passive languages, an interpreter must be able
to draw on a large number of synonyms,
idiomatic expressions, proverbs and
quotations.
Knowledge Required by a Conference Interpreter (3)

3. University degree or equivalent

University degree or equivalent: the intellectual training
and maturity acquired by a university education is the
best way of preparing for interpreting as a profession.
Degrees in law, economics, etc. are useful provided that
the candidate knows her/his working languages well
enough. Interpreting techniques can be acquired later.
But only those candidates with the required aptitudes are
likely to benefit from formal training in interpreting.
Knowledge Required by a Conference Interpreter (4)

4. Good general knowledge

General knowledge helps the interpreter

understand what people are talking about and
gives him/her a background to the points they
are making.

Good understanding of the subject matter

Aptitudes Required by a Conference Interpreter (1)

1. Ability to analyze information

The ability to analyze information and

construe meaning is essential. When
interpreters work, they have to analyze
everything that they are hearing, and to
internalize it so that they can re-express what
they have understood for the listeners in
another language and another culture.
 Aptitudes Required by a Conference Interpreter (2)

2. Speed of reaction and ability to adapt without delay to

speakers, situations and subjects

When recruited for a conference, the interpreter often has

only limited time in which to prepare for the meeting, with
or without documents. This means that the essentials of
the subject have to be grasped rapidly, including the
technical terms, so that they can be used appropriately.
Each new speaker may be an unknown quantity to the
interpreter who consequently has each time to adapt
quickly to a different accent, to the pace and style of each
individual.
 Aptitudes Required by a Conference Interpreter (3)

3. Power of concentration
Very high level of concentration required to perform the
operations involved in simultaneous interpretation has to
be kept constant. The interpreter must be able to sustain
this high level of concentration for about half an hour
before a colleague takes over. In simultaneous
interpretation there are always at least two interpreters
per booth. Staying power is certainly something that can
be increased with practice, but it should be an initial
quality to be looked for in the prospective interpreter.
 Aptitudes Required by a Conference Interpreter (4)

4. Pleasant voice and public-speaking skills

An interpreter must be a clear and lively speaker.
Despite working under pressure, an interpreter's
delivery must remain smooth and the voice must
be pleasant in order to prevent the listeners'
attention from slackening.
 Aptitudes Required by a Conference Interpreter (5)

5. High degree of intellectual curiosity

The interpreter's high degree of intellectual
curiosity means that s/he will be able to follow
the participants without difficulty, particularly
references to current economic, political or social
affairs. Thanks to extensive general knowledge,
the interpreter will be able to place a speaker's
utterance in its general context.
 Aptitudes Required by a Conference Interpreter (6)

6. Tact and diplomacy

An interpreter needs tact and diplomacy to deal

with difficult situations (misunderstandings,
tension) and to know how to behave in relation to
the delegates, regardless of their attitude towards
the interpreter.
 ILR SKILL LEVEL DESCRIPTIONS FOR
INTERPRETATION PERFORMANCE

ILR is a measure of language proficiency

originally created by the Interagency Language
Roundtable
 ILR SKILL LEVEL DESCRIPTIONS FOR
INTERPRETATION PERFORMANCE
1. Interpretation involves the immediate
communication of meaning from one
language to another.
Although there are correspondences between
interpreting and translating, an interpreter
conveys meaning orally, while a translator
conveys meaning from written text to written
text. As a result, interpretation requires skills
different from those needed for translation.
 ILR SKILL LEVEL DESCRIPTIONS FOR
INTERPRETATION PERFORMANCE
2. Interpreting is a complex task that
combines several abilities beyond language
competence in order to enable delivery of
an effective professional interpretation in a
given setting.
Therefore, extreme care must be exercised in
hiring interpreters and interpreting duties should
be assigned to individuals within their
performance level.
 ILR SKILL LEVEL DESCRIPTIONS FOR
INTERPRETATION PERFORMANCE
3. To facilitate this correspondence, the Skill
Level Descriptions that follow characterize
interpreting performance in three bands:
Professional Performance (Levels 3 to 5),
Limited Performance (Levels 2 and 2+), and
Minimal Performance (Levels 1 and 1+).

Only individuals performing at the Professional

Performance levels are properly termed
"interpreters".
 ILR SKILL LEVEL DESCRIPTIONS FOR
INTERPRETATION PERFORMANCE
4. Command of two languages is prerequisite
to any interpreting task. The interpreter
must be able to (1) comprehend two
languages as spoken and written (if the
language has a script), (2) speak both of
these languages, and (3) choose an
expression in the target language that fully
conveys and best matches the meaning of
the source language.
 ILR SKILL LEVEL DESCRIPTIONS FOR
INTERPRETATION PERFORMANCE
5. From the standpoint of the user, a
successful interpretation is one that
faithfully and accurately conveys the
meaning of the source language orally,
reflecting the style, register, and cultural
context of the source message, without
omissions, additions or embellishments on
the part of the interpreter.
 ILR SKILL LEVEL DESCRIPTIONS FOR
INTERPRETATION PERFORMANCE
6. Specialized non-linguistic skills related to the
workplace must be acquired through training,
practice, or both.

- Skills of working in teams

- Skills of working in formal & informal settings
- Ability to use special equipment
- Ability to follow accepted professional practices
(setting aside personal opinion and maintaining the
confidentiality of information)
 ILR SKILL LEVEL DESCRIPTIONS FOR
INTERPRETATION PERFORMANCE
7. Knowledge of socio-cultural factors and familiarity
with the subject matter are necessary.
- Topics may be highly specialized, and the style of language
may vary from street language to educated speech.

- Use of language tools and resources such as monolingual

dictionaries, on-line aids, and consultation with experts
serves to enhance the interpreter's performance.

- Analytical and research skills allow the individual to gain

basic knowledge of various specialized fields, develop
subject matter glossaries, and check the appropriateness
of the equivalents chosen.
 ILR SKILL LEVEL DESCRIPTIONS FOR
INTERPRETATION PERFORMANCE
8. There are three different modes of interpretation:
simultaneous, consecutive, and sight translation.
All three modes involve highly complex cognitive
activity because the interpreter must immediately
comprehend, analyze, and convert the source
message into the target language spoken
equivalent.
 ILR SKILL LEVEL DESCRIPTIONS FOR
INTERPRETATION PERFORMANCE
9. Simultaneous interpreting requires the
interpreter to convey continuously the full and
accurate meaning of what is said in the source
language into speech in the target language,
lagging just slightly behind the original message.
Simultaneous interpretation may take place in
settings where no pauses or interruptions are
possible, and is typically delivered using
specialized equipment in a sound-proof booth.
 ILR SKILL LEVEL DESCRIPTIONS FOR
INTERPRETATION PERFORMANCE
10. Consecutive interpretation requires the
interpreter to convey the full and accurate
meaning of speech from the source
language into the target language after the
speaker has concluded speaking.
Depending on the setting, the speaker may
pause periodically to allow for interpreting
to take place or continue until the entire
speech has been delivered. Interpreters
generally take notes as memory aids to
reconstruct the message.
 ILR SKILL LEVEL DESCRIPTIONS FOR
INTERPRETATION PERFORMANCE
11. Sight translation requires the interpreter to
immediately convey into the spoken target
language the meaning of a document
written in the source language. It occurs in
such settings as medical interviews,
witness interrogations, court proceedings,
and international meetings.
 ILR SKILL LEVEL DESCRIPTIONS FOR
INTERPRETATION PERFORMANCE
In summary, an individual's interpretation
performance level depends on (1) command
of two working languages, (2) ability to
choose an appropriate expression, (3)
familiarity with the cultural context of both
languages, (4) knowledge of terminology in
specialized fields, (5) observance of
protocols applicable to different settings,
and (6) mastery of modes applicable to
these settings.
 CONCRETE ILR SKILL LEVEL DESCRIPTIONS (1)
Level 0 (No Performance):
• No functional ability to transfer information from
one language to another

Level 0+ (Memorized Performance):

• Unable to transfer more than isolated words.

Level 1 (Minimal Performance):

• Unable to transfer more than isolated short
phrases.
CONCRETE ILR SKILL LEVEL DESCRIPTIONS (2)
Level 1+ (Minimal Performance Plus):
• Unable to transfer information reliably, even
if familiar with the subject matter.
Level 2 (Limited Working Performance Level):
• Unable to transfer information reliably in most
instances. May communicate some meaning when
exchanges are short, involve subject matter that is
routine or discourse that is repetitive or
predictable, but may typically require repetition or
clarification. Expression in the target language is
frequently faulty.
CONCRETE ILR SKILL LEVEL DESCRIPTIONS (3)
Level 2+ (Limited Working Performance Plus):
• Able to transfer information, not always
accurately and completely, during routine,
everyday, repetitive exchanges in informal
settings, but unable to perform adequately
in the standard interpretation modes. May
stammer, or pause, and often resort to
summarizing speech content. Idiomatic or
cultural expressions may not be rendered
appropriately in most instances. Language
may be stilted or awkward.
 CONCRETE ILR SKILL LEVEL DESCRIPTIONS (4)
Level 3 (Professional Performance Level):
• Able to interpret consistently in the mode (simultaneous,
consecutive, and sight) required by the setting, provide
renditions of informal as well as some colloquial and
formal speech with adequate accuracy, and normally meet
unpredictable complications successfully. Can convey
many nuances, cultural allusions, and idioms, though
expression may not always reflect target language
conventions. Adequate delivery, with pleasant voice
quality. Hesitations, repetitions or corrections may be
noticeable but do not hinder successful communication of
the message. Can handle some specialized subject matter
with preparation. Performance reflects high standards of
professional conduct and ethics.
 CONCRETE ILR SKILL LEVEL DESCRIPTIONS (5)
Level 3+ (Professional Performance Plus):
• Able to interpret accurately and consistently in the mode
(simultaneous, consecutive, and sight) required by the
setting and provide generally accurate renditions of
complex, colloquial and formal speech, conveying most
but not all details and nuances. Expression will generally
reflect target language conventions. Demonstrates
competence in the skills required for interpretation,
including command of both working languages, their
cultural context, and terminology in those specialized
fields in which the interpreter has developed expertise.
Good delivery, with pleasant voice quality, and few
hesitations, repetitions, or corrections. Performance
reflects high standards of professional conduct and ethics.
 CONCRETE ILR SKILL LEVEL DESCRIPTIONS (6)
Level 4 (Advanced Professional Performance):
• Able to interpret in the mode (simultaneous, consecutive, and sight)
required by the setting and provide almost completely accurate
renditions of complex, colloquial, and idiomatic speech as well as
formal and some highly formal discourse. Conveys the meaning of the
speaker faithfully, including many details and nuances, reflecting the
style, register, and cultural context of the source language, without
omissions, additions or embellishments. Demonstrates mastery of the
skills required for interpretation, including command of both working
languages and their cultural context, expertise in some specialized
fields, and ability to prepare new specialized topics rapidly and
routinely. Very good delivery, with pleasant voice quality and only
occasional hesitations, repetitions or corrections. Performance
reflects the highest standards of professional conduct and ethics.
 CONCRETE ILR SKILL LEVEL DESCRIPTIONS (7)
Level 4+ (Advanced Professional Performance Plus):
• Able to interpret in the mode (simultaneous, consecutive, and sight)
required by the setting and provide accurate renditions of informal,
formal, and most highly formal discourse. Conveys the meaning of the
speaker faithfully and accurately, including most details and nuances,
reflecting the style, register, and cultural context of the source
language, without omissions, additions or embellishments.
Demonstrates mastery of the skills required for interpretation,
including command of both working languages and their cultural
context, expertise in a number of specialized fields, and ability to
prepare other specialized topics rapidly and routinely. Excellent
delivery, with pleasant voice quality and rare hesitations, repetitions or
corrections. Performance reflects the highest standards of
professional conduct and ethics.
 CONCRETE ILR SKILL LEVEL DESCRIPTIONS (8)
Level 5 (Master Professional Performance):
• Able to excel consistently at interpreting in the mode (simultaneous,
consecutive, and sight) required by the setting and provide accurate
renditions of informal, formal, and highly formal discourse. Conveys
the meaning of the speaker faithfully and accurately, including all
details and nuances, reflecting the style, register, and cultural context
of the source language, without omissions, additions or
embellishments. Demonstrates superior command of the skills
required for interpretation, including mastery of both working
languages and their cultural context, and wide-ranging expertise in
specialized fields. Outstanding delivery, with pleasant voice quality
and without hesitations, unnecessary repetitions, and corrections.
Exemplifies the highest standards of professional conduct and ethics.
 Strategies
• Syntactic strategies
+ Shifting word order
+ Changing clauses/sentence structures
+ Adding or omitting conjunctions
• Semantic strategies
+ Using synonyms
+ Using hyponyms
+ Redistributing the information
• Pragmatic strategies
+ Changing style for natural translation
+ Making the text more explicit
 WHAT A NOVICE INTERPRETER SHOULD DO

• Before interpreting
- Language and its use:
+ Improving knowledge and use of target and source
languages through reading books and newspapers,
listening to the radio and television to be familiar with
different discourse genres related to interpretation
+ Searching for an appropriate, accurate, and natural way
of using both the source language and the target language
by observing how native speakers to use their language in
real-life situations
+ Searching for proper addressing terms
 WHAT A NOVICE INTERPRETER SHOULD DO
• Before interpreting
-Psychological Readiness
+ Being ready to face tension with an I-can-do-it
feeling + Being confident to think that nobody can
interpret better and find out his mistakes
-Researching the subject to be translated
+ Having to understand the subject to be translated in
advance
+ Having to collect as many documents to be
translated as possible from project workers,
presenters
+ Having to look up terms and study discourse genres
to be interpreted by referring to different kinds of
dictionaries and reports already collected from
presenters
 WHAT A NOVICE INTERPRETER SHOULD DO
• Before interpreting
- Bringing tools and asking for payment
+ A recorder for recording the interpretation to improve
interpretation, remembering to ask for permission

+ Pens and papers for taking notes the numbers, organization

names
+ Asking for the presenters’ copies for the new terms or asking
about the information to be presented if the copies are not
available
+ Negotiating the price and signing a payment contract if possible
 WHAT A NOVICE INTERPRETER SHOULD HAVE
• While interpreting
-Working situations
+ Simultaneous interpretation of reports in
conferences
+ Face-to-face meeting between project or
organization directors and village leaders and
villagers
+ Formal meeting between project board of
directors and local authorities and agencies
+ Meeting between project representatives and
villagers in the village hall
+ Group discussions and plenary discussions
+ Field interpretation
+ Interviewing the project beneficiaries
 WHAT A NOVICE INTERPRETER SHOULD DO
• While interpreting
- The interpreter
+ always speaks up to ensure that the message is
clearly heard and understood by the audience.
+ should ask the speaker to raise the volume of his
voice when he speaks too softly.
+ should listen to the speaker with full concentration
while performing the job.
+ should not look at the written version of the speech
if the speaker provides him with one, because this will
interfere with his concentration.
+ should take notes some particular points during a
discussion in a way that he understands the notes
clearly.
+ should raise his voice to reach the audience
standing far from the speaker when interpreting at the
project site.
 WHAT A NOVICE INTERPRETER SHOULD DO
• After interpreting
+ The interpreter should be proud of and
satisfied with the mission he has just
completed successfully.
+ The interpreter should play back the
recording to assess what happened on
stage in order to ensure a poor
performance can be improved in future.
+ The interpreter should recall and
record necessary terms that may appear
in next assignment.
 SUGGESTIONS
1. The students majoring in translation and interpretation
should be provided with sufficient linguistic
competence and performance for their future jobs. The
students majoring in translation should be well
equipped with reading and writing skills while the
students majoring in interpretation should be well
equipped with listening and reading skills.
2. It is advisable to supply basic translation theory for the
students so that they can apply the theory to their
translation practice.
3. The students should be provided with good cultural
knowledge and cross-cultural knowledge in
communication.
4. It is necessary to teach the students to use the Internet
for referring online dictionaries and exploiting CAT
tools.
5. The students need to be supplied with the way to
identify and analyze different discourse genres
necessary for their future professions.
 SUGGESTIONS
6. Note-taking techniques, short-term memory
techniques and other techniques for effective
translation and interpretation should be included in
the curriculum.
7. There should be seminars where professional
translators and interpreters can share their experience
with the students right in their early years at
university.
8. The students need to familiarize themselves with
pressure of translation and interpretation work
through observing interpreters doing their jobs at the
conferences or project sites.
9. The themes included in the curriculum should be
suitable for the students’ future actual work.
10. The knowledge of subject matters needs to be wisely
selected to satisfy the social needs and the knowledge
should be basic and up-to-date.
Thank you for
your attention.