AbstractNotesinconsecutiveinterpretationareimportantinrelievingthememorypressureandactingascluesforrecallinginformationtohelpimprovethequality.However,evidenceshaveshownthatnote-taking,ifnotconstructedproperly,isoneofthebiggestproblemsthataffecttheinterpreter’sunderstandingofthesourcelanguage,thusresultingindamagingtheinterpretationquality.Thisthesisaimstopromoteapositiveunderstandingtowardsnote-takingintheprocessofconsecutiveinterpretationbyprovidingthepossibleandfeasiblemethodsofeffectivenote-taking.Torealizethisaim,itincorporatestheDanielGile’sEffortModeltheorytoanalyzewhynote-takingisthetriggeringfactorinconsecutiveinterpretation.Anditillustratesthenatureofnote-takingfromtwoaspects:(1)thebasicpremiseofnote-taking,includingcomprehension,attentionandmemory;(2)theprinciplesofnote-taking.Thispaperrelatesinterpretingtheoriestointerpretingteachingmethods,tryingtoputforwardsuggestionsforteachinginordertodealwithpracticalinterpretingproblemsandfacilitatethequalityofinterpretation.Keywords:note-taking;DanielGile’sEffortModel;teachingsuggestions

中文摘要筆記是口譯員必須掌握的技巧之一。在交替?zhèn)髯g中，有效的筆記能夠減輕口譯員的記憶壓力,提示所記憶的內(nèi)容,并最終提高口譯質(zhì)量。但是,大量的證據(jù)表明,如果筆記的處理方式不正確,對(duì)筆記認(rèn)識(shí)不當(dāng),那么它就可能成為影響譯員理解原語(yǔ)并實(shí)現(xiàn)正確傳譯的干擾因素之一。鑒于這一問(wèn)題的重要性,本文的根本目的在于讓讀者能夠正確地認(rèn)識(shí)交傳筆記的積極作用,并進(jìn)而探討有效記筆記的方法。為了實(shí)現(xiàn)這一目的,本文通過(guò)結(jié)合DanielGile的認(rèn)知負(fù)荷模式,從兩大方面著手，探討筆記的性質(zhì):(1)記錄筆記的基本前提,包括理解、注意和記憶;(2)筆記的原則?；谶@一分析,本文將口譯理論跟口譯教學(xué)法聯(lián)系起來(lái)，進(jìn)而提出有一定意義的教學(xué)建議,希望能夠幫助口譯學(xué)生解決實(shí)際的口譯問(wèn)題,進(jìn)一步提高筆記技能與口譯質(zhì)量。關(guān)鍵詞：交替?zhèn)髯g筆記；認(rèn)知負(fù)荷模式；教學(xué)建議1.IntroductionWithChina’simplementationofreformandopeninguppolicy,themarketfortranslationandinterpretationhassignificantlyboomedup.Inthe“globalvillage”,itisobviousthattranslationandinterpretationserveasanimportantroleinfacilitatingthemutualcommunicationbetweenpeoplefromothersideoftheworld.Fortunately,wearegladtoseeconsecutiveinterpretationhasbeenwidelyusedinbusinesstalks,negotiations,pressreleases,seminarsandsoon.Onethingwecannotneglectisnote-takingwhenwespeakofconsecutiveinterpretation.Asacommunicativeact,interpretationdemandstheinterpreter,whoalsoactsasacommunicator,todelivertheaccurateinformationtothespeakerandtheaudience.Inthisparticularsituation,effectivenote-takingcanplayanimportantroleinhelpingtheinterpreterbetterperformhisorherjob.Bytakingnotes,theinterpretercanwritedownsomeimportantinformationtoremindhimorherofthesourcelanguage.Inconsecutiveinterpretation,withthehelpofnotes,interpreterscaneasilyreproducethespeech.Unfortunately,noteveryinterpreter’snotescanturnouttobehelpful.Ineffectivenote-takingisstillverycommon.Interpretersstillhavedifficultyintakingeffectivenotesbecauseofavarietyofreasons.Therefore,thisthesisistofocusonnote-takingproblemsintheprocessofinterpretation.Wehopethisthesiscanthrowlightuponasystematicnote-takingtrainingandoffersomeadviceininterpretationteaching.Thisthesisisorganizedasfollows.Itisdividedintotwosections.Thefirstsectionisfortheintroductionofconsecutiveinterpretation.Bypresentingthedifferencesbetweentheconsecutiveinterpretationandsimultaneousinterpretation,itaimstogivethereadersageneralideaabouttheconsecutiveinterpretationandfurthergiverisetothefunctionsofnote-takinginconsecutiveinterpretation.Thesecondsectionisaboutnote-takinginconsecutiveinterpretation.Itisdividedintothreechapters.Thenatureofnote-takingwillbeinChapterthree.Basedonthisverynature,atheoryisintroduced,DanielGile’sEffortModel,whichisinChapter3.Andthepossiblefactorsthataffectefficientnote-takingintheprocessofinterpretationwillbeinthenextfollowingchapter.Thelastchapterwillincludesomesuggestionsforeffectivenote-taking,alongwithConclusion.Theyaresupposedtohaveaninfluenceonpeoplewhoareengagedininterpretingcareer.2.ConsecutiveInterpretation2.1ConsecutiveinterpretationasaCommunicativeActIntranslationsituation,thesourceandthetargettextsareconductedinaseparatetranslationsituation,whichisfreefromthetext’scommunicativesituations.However,ininterpretation,thesourceandthetargetcommunicationtakeplaceunderthesamesituation.Therefore,consecutiveinterpretationisalsoacommunicativeact,asRoderick(2002:41)saidinhisbookConferenceInterpretationExplained“Interpretationisaprofessionthatisallaboutcommunication”.Asacommunicativeact,theinterpreterisrequiredtohaveabetterunderstandingofthesourcelanguageandalsothetargetlanguage,inordertoreproducetheeffectivecommunicationbetweenthespeakerandthelistener.Besides,itisalsotheinterpreter’sresponsibilitytoexpresswellinthecourseofinterpretation.Therefore,whenitcomestoexpressiveness,effectivenote-takingplaysanindispensableroleinhelpingtheinterpretersexpressthemselvesbetter.2.2ThedifferencebetweenconsecutiveinterpretationandsimultaneousinterpretationConsecutiveinterpretation,oneearliestwayofoperationusedinconferenceinterpretation,isnowmainlyusedonoccasionssuchasbusinesstalks,negotiations,pressreleases,seminarsandsoon.Sittinginconferenceroom,whiletheinterpreterislisteningtothesourcelanguagespeech,heorsheisalsotakingnotes.Whenthespeakercomestotheendofhisorherspeech,orthespeakerstopsandwaitsforinterpretation,theinterpreterexpresseswhatthespeakerhasjustsaidwithclear,naturaltargetlanguage,accuratelyandcompletely,justasitishimselforherselfwhoisgivingaspeech.Consecutiveinterpretationinconferencesrequiresaninterpretertolistentoaslongasfivetotenminutes’continuousspeech,andusehisorhergoodspeakingskillstointerpretthewholecontentsofthespeakercompletelyandaccurately.Inconsecutiveinterpretation,theinterpreterhastheadvantageofknowingthelineofargumentbeforeheinterprets.Besides,theinterpretercantakenotesduringtheprocessoftheinterpretation.However,thetimewhichtheinterpreterenjoysinconsecutiveinterpretationislackinginsimultaneousinterpretation.Simultaneousinterpreteristhemostfrequentlyusedwayofoperationinmanyconferencestoday.Ateamofinterpreters,workinginthesimultaneousinterpretationbooth,whichisequippedwithspecialnoisetransmission(oftenknownasa"box"),andthisvery"box"islocatedatthevenue,throughaglasswindowcandirectlyseethespokesmanorspokeswoman,projectionscreen,aswellastheentireconferenceon-site.Theinterpreterisrequiredtointerpretwhatthespeakerhasjustsaidinanaccuratewaywhileheorsheislisteningtothespeakerthroughtheheadset.2.3Thefunctionofnote-takinginconsecutiveinterpretationInconsecutiveinterpretation,theinterpreterhastowaitbeforeheorshecandeliver.So,therearealotoftoodetailedinformationandcontextstobegot,whichwilladdpressuretotheinterpreter’smemory.Withnote-taking,wecanrecordthearrangementofideas,thusnote-takingisimportantforthegainingofstructure.Firstly,notescanimprovetheinterpreter’sconcentration.(鮑剛,2005:50)Wheninthelongperiodofinterpretation,theinterpreterislikelytofeelbored,ortobedistractedfromotherpotentialfactors.Bytakingnotes,theinterpretercanconcentrateonthesourcelanguageandthetargetlanguageandfacilitatetheanalysisofthespeech.Secondly,noteshelptheinterpreterrelievethepressureofmemory.Althoughtheinterpreterhasreceivedplentyofprofessionaltraininginnote-taking,ascommonpeople,heorshecanhardlyrememberthewholespeechindetailsbecausetheshort-termmemorycanonlylastforalimitedamountoftime.Byrecordingthespecificdetailsanddatasuchasnumbers,places,time,etc,note-takingcansafetheinterpreterfromthetroubleofrememberingthewholethinginmind.Thirdly,notescanprovidetheinterpreterwithcuestohelprecalltheinformationinthespeech.Withthehelpofnotes,theinterpreterwillfinditeasierandclearertovisualizethemainideasandthestructureofthewholespeech.Theskillofnote-takingisveryhelpfultointerpreters,thestructureofaspeechisreflectedinnotes,andthenotesinturnwillbeusedasabeacontorecallthespeech.Asimportantasitis,note-takingisnotsupposedtoconsumealotofenergyinconsecutiveinterpretation.AccordingtoGile’sEffortModeltheory(whichwillbeillustratedinthenextsection),aninterpretershouldnotpaytoomuchattentiontonote-taking,foritwillconsumealotofattentionthatshouldbeallocatedtolistening,analyzing,understanding,memorizingandrendering,whichwillinevitablyaffectthequalityofinterpretation.Inbrief,note-takingisofgreatimportanceforinterpreterstobetterperformtheirtasks,buttheinterpretersarenotexpectedtototallydependonnote-taking.3.TheNatureofNote-takinginConsecutiveInterpretation3.1Thebasicpremiseofnote-taking3.1.1ComprehensionInconsecutiveinterpretation,comprehensionplaysacriticalpartindeterminingthefollowingdiscourse.Someinterpreterstendtofocusonsomesuperficialwords,thoughtheycansucceedintakingdownsomedetailedinformation,suchasfigures,places,ortimeandsoon.Theycannotfullyunderstandwhatthespeakerreallywantstoexpressandthepurposeofthespeaker.Interpretationaimsnotthelanguageitself,butthecontextitwantstoconveytotheaudience.Whenundersomenervoussituations,wearelikelytofailtograspthemeaningofwhatthespeakersaysbecauseofnervousnessandjustcatchsomedata.Itisunderstandablethatwemaynotknoweverytechnicaltermineveryfield.Therefore,itisinevitablethatwemaybecaughtinsituationswherewecannotcomeupwiththerightandsuitabletermstointerpret.However,ifwecanunderstandwhatthespeakerwantstoexpress,wecanexplainitinourownwords.Withouttechnicalterms,theaudiencecanstillunderstandwhatwemean,thusnotdamagingthequalityofinterpretingbyusingsomecumbersomeandwrongtechnicalterms.Inthissense,wecanseehowtheinterpreter’scomprehensionoftheoriginalsourceplaysanimportantroleininterpreting.(劉敏華,1993:145)3.1.2AttentionAttentionisthefocusofawareness,whichreferstothesensefocusonobjectivethings.WilliamJames(1842-1910),anAmericanphilosopherandpsychologist,gavethedefinitionof“attention”,“Everyoneknowswhatattentionis.Itisthetakingpossessionofthemindinclearandvividform,ofoneoutofwhatseemseveralsimultaneouslypossibleobjectsortrainsofthought”.Focalization,concentration,andconsciousnessareofitsessence.(James,2004:403-404).Fromthisperspective,wecanknowthatinterpretationdrawstheattentionoftheinterpreterinthecourseofconsecutiveinterpretation.Iftheinterpretercannotpayattentionandconcentrateonwhatthespeakerissaying,thenheorsheisnotlikelytorememberthecontexts,nottomentiontoperformhisorhertaskwell.Nevertheless,themoreattentiontheinterpreterpaystowhatthespeakersays,theeasierheorsheistorememberwhatthespeakerhassaidjustnow.3.1.3Short-termmemoryShorttimememorizingisbasedonthefirsttwobasicpremisesofnote-taking.Oncetheinterpreterpaysattentiontothespeakerandgraspwhatheorshemeans,thestageofmemorizingfollowed.Astheauthorhasillustratedinthepreviouschapters,theshorttimememorizingcanbeveryimportantininterpreting.Goodmemorywillguaranteetheinterpreteramorefluentandaccurateexpressionininterpreting.However,accordingtoEbbinghous,thelongertimelasts,thequickerthememorieswillfade.(劉宓友,2003:170-171)Therefore,itisinevitablethatsomeomissions,changeoftheoriginallanguageandotherdiscrepanciesmayariseinconsecutiveinterpretation.Besides,theperformanceoftheon-the-spotinterpretationclearlysubjecttotheinterpreter’sstateofmind.Thegreaterpsychologicalstressis,theworsememoryeffectitwillincur,thusdamagingthequalityofinterpretation.Therefore,itisrecommendedthattheinterpretershouldcultivateanoptimisticandconfidentstateofmindinhisorhercareerasaconsecutiveinterpreter.3.2Theprinciplesofnote-takinginconsecutiveinterpretationThankstotheboomingofthestudiesonnote-takinginrecentdecades,manybasicprinciplesofthenote-takinginconsecutiveinterpretationhavebeenputforward.First,note-takinginconsecutiveinterpretationshouldalwaysgiveprioritytocomprehension.(吳鐘明,2005:105)Astheauthorhasillustratedinthepreviouschapter,thecomprehensionoftheoriginallanguageistheprerequisitefortheinterpreting.Itisusuallycommonthatatthebeginningofinterpretation,theinterpreterisbusywritingdownsomedetailedinformation,butlatertheinterpreterwillfindhimselforherselfatalossashowtoreorganizethestructureandwheretostarthisorherinterpretation,thusgettingtheinterpretermorenervousandhaveanegativeinfluenceonthefollowingtask.Inordertoconveywhatthespeakerexpresses,theinterpreterisrequiredtounderstandthesourcelanguage,thennextheorshewillbeabletotakenoteseffectively.Secondly,interpretersneedtotakedownthekeywordsinsteadofeveryword.Theinterpretershouldwritedownthewordsheorsheisgoingtosayratherthaneverywordtheinterpreterhearsaccordingtothestructureoftheoriginallanguage.Bywritingdownthekeywords,theinterpreterisabletoexpresswhatthespeakerhassaidinthecorrectformoftargetlanguageingeneral.Besides,figures,placesandnumbersandotherdetailedinformationarealsoneededtobewrittendownaskeywordsincetheyareimportantpartsofthespeaker’sspeeches.Lastbutnotleast,theinterpretersshouldusewords,symbolsandtheabbreviationsinthenotesproperly.Innote-taking,thesesymbols,abbreviationscansavetheinterpreter’stime,sotheinterpretercanusesomecommonsymbolstohelphimorherbettertakenotes.However,toomanysymbolsandabbreviationsinthenotesmaysometimesgiverisetoconfusion.Ontheotherhand,theinterpretercangraduallydevelophisorherownnote-takingsystemthroughyearsofpractice.4.LiteratureReviewonNote-takinginConsecutiveInterpretationAsitisputforwardinDanielGile’sEffortModel,short-termmemoryisinstrumentaltoconsecutiveinterpretation,whichisoneoftheverynaturesofnote-taking.Therefore,intermsoftheshort-termmemoryinnote-takinginconsecutiveinterpretation,here,theauthorquotestheDanielGile’sEffortModelasthetheoreticalfoundationtofurtherillustratetheverynatureofnote-takinginconsecutiveinterpretation.4.1DanielGile’sEffortModelInhisbook(BasicConceptsandModelsforInterpreterandTranslatorTraining),DanielGileputforwardhisEffortModel.Andaccordingtohismodel,consecutiveinterpretationisperformedintwophases.4.1.1PhaseonePhaseone:CL＝L﹢M﹢N﹢CL＝ListeningandanalysisM＝Short-termmemoryoperationsN＝NotetakingC＝CoordinationAccordingtoGile,theinterpreterhasnotonlytolistenandanalyzetheoriginalsourcelanguage,butalsohastocompareitwiththestoredpatternsinhisorhershort-termmemory.Theproductionofthefistphaseisincloselinkswiththeproductionofthenotes.Whiletakingnotes,theinterpreterhastodecidewhichtonotedownandwhichdonot.4.1.2PhasetwoCI＝Rem﹢Read﹢PRem＝RememberingRead＝Note-readingP＝ProductionThisphaseismoreconcernedwiththelong-termmemoryratherthanshort-termmemoryasphaseonedoes.Theclearerthenotesarewrittendown,thelessrememberingcapacitywillbecome.DanielGileplacesmoreimportanceontheattention.Justasfollows:(劉和平,2005:40)(1)TR＜TA(2)LR＜LA(3)NR＜NA(4)MR＜MA(5)CR＜CAIftheinterpreter’sattentionwhichisplacedonthespeechislargerthantotalrequirements,problemswilloccurandthereforedeterioratethequalityofinterpreting.JustasGileexplainsinhisownway,theEffortModelisamodelofoperationalconstraints,notarchitecturalmodels,insofarastheydonotpostulateaparticularmentalstructureandinformation-processingflow,asisthecaseoftheothermodelsmentionedabove.(Nord,2001:154)5.FactorsAffectingEfficientNote-takinginConsecutiveInterpretationTherehavebeendifferentviewsasfornote-taking.Agroupofscholarshavepointedoutthatifnote-takingisnotconductedwell,itwillcausesomeproblemsduringinterpretation.DanielGileoncedidanexperimentandfoundthatstudentswhohavenotbeenproperlyinstructedinitsprincipalandtechniquestendtomissmorenameswheninterpretingaftertakingnotesthanwhentheydonottakenotes.(Gile,1996:47)Thenwhatfactorscanaffectnote-takinginconsecutiveinterpretation?5.1DifficultiesinmemorizingthesourceinformationInChinesestructures,thesubjectisoftenomittedafteritismentionedonce.Besides,thereareallkindsofparallelorparallelelementsinsentences,withmorefast-paceandmoremodifiedingredients,thustheinformationisnotclearenoughfortheinterpretertograspthegistofthespeaker’sspeeches,causinginterpretershavegreatdifficultyinlisteningcomprehension,nottomentionmemorydifficulties.(張維為,1999:308)5.2IncapabilityofrecallingthesourceinformationOneofthefeaturesoftakinginvalidnotesisthattheinterpreterisunabletorecognizethelanguageofsymbolsheorshehasrecorded.Althoughtheinterpretershavewrittendownalotofnotes,theyturnouttobeinvain,sincetheinterpreterscanhardlyidentifytheirownnotes.Itfollowsthatsuchvainlynotescanbringusnothingbutpause,hesitationandsoon,endingupwithunsatisfactoryinterpretation.Anotherfeatureofinvalidnote-takingisthattheinterpretersareunabletorecognizetheacronymstheyuseinthenotes.Therefore,withtheambiguousnotes,theinterpretersoftenfindthemselvesfacedwithanembarrassingsituation.Again,thishasledtothephenomenonofinterpretationpause.Thethirdfeatureofinvalidnotesisthatthenotes,whicharewrittendownbytheinterpretersthemselves,arenotinaccordancewiththeoriginalsourcelanguage.5.3WrongformatofnotesInthecourseoftakingnotes,theinterpretersmayknowwhatthenotesmeanatthatverymoment,however,withtheadventofmoreinformationsourcesintomind,thepreviousmemoryofthenotesmaybedestroyedbynewinformation,evenfinally,theinterpreterscannotrecallwhatthenotesdoesmean.Asforthisphenomenon,thereasonisthatthesymbolstheyhavewrittendownareofarbitraryandunifiedones,lackingofconsistentandrecognizablesymbols,orsimplybecauseaworddoesnotalwaysrepresentafixedthing.Duetoalackoftrainingoftheformatofnote-taking,theinterpreterscannothaveamature,consistentsystemofnote-taking.Therefore,theyoftenspendtimelookingfornotes,withdetrimentalconsequencestoaffecttheefficiencyofinterpretation.5.4OverdependenceonnotesInsteadofunderstandingandanalyzingthesourcelanguage,someinterpretersarealwaysblindlybusywithlisteningandrecordingnotes.Theresultisthattheycannotunderstandthesourcelanguageinformation.Sincetheinterpretersaresodependentonthenotesthattheypaygreatattentiontowritingdownnotes,ratherthanstressontheircomprehensionoftheoriginallanguage.However,itmakesnosensetotakelotsofnoteswithouthavingagoodunderstandingoftheoriginalinformation.6.SuggestionsforEffectiveTeachingMethodsforNote-takingInthepreviouschapters,wehaveillustratedfeaturesofnote-taking,includingitsbasicpremisesandprinciplesinnote-taking.Besides,weknowthefactorsthatmayaffecttheefficientnote-takinginthecourseofyieldinggoodqualityofinterpretation.Ifnotesaretakenproperly,itcouldhelpalleviatethememoryloadandhaveapositiveinfluenceonthefinalreproduction.Theninthischapter,wewouldcomeupwithsomesuggestionsforeffectivemethodsfornote-taking.6.1A“short-termmemory”trainingmethodBasedonthenatureofnote-taking,weknowabettercomprehensionofthespeakeristhepremiseforeffectivenote-taking.Besides,consecutiveinterpretationdependsgreatlyontheinterpreter’sshort-termmemory.Therefore,weadvocatea“short-termmemory”trainingmethodininterpretation.Inthistrainingcourse,wecanlettheinterpretersinterpretonesentenceafteronesentenceinaregulatedperiod.Andthenaskthemtorepeatwhatthespeakersaysintheirownwordstocheckwhethertheyunderstandthemeaningornot.Thiscoursecanhelptraintheinterpreters’short-termmemoryandmakesurethattheinterpreterscanunderstandtheoriginalinformation.6.2A“balanceddistribution”trainingmethodAccordingtoGile’sEffortModel,weknowthatalthoughnote-takingcanhelptheinterpretersalotinreproducinggoodinterpretation,itmaystillgiverisetoproblemsifattentionisnotproperlydistributedintheprocessoftakingnotes.Basedonthis,wepromotea“balanced-distribution”course.Duetothelimitedprocessingcapacity,theinterpretersshouldnotspendtoomuchtimeonnote-taking,whichwillotherwiseleadtotheincreaseofthememoryload,sotheinterpretersshouldstriveabalancebetweenlistening,takingnotesandanalyzing.Inthiscourse,interpretersareaskedtointerpretinaregulatedperiod,withdecreasingsecondstostimulatetheinterpreterstothinkmoreactivelyanddeliberately.6.3A“keywords”trainingmethodWeknowkeywordscanbeveryhelpfulinremindinginterpretersoftheoriginallanguage.Notesshouldbesimpleandconcisetofacilitatetherecording.Thena“keywordstraining”courseisinfavor.Theinterpretersshouldwritedownsomekeywordswhichcanstimulatetheirmemoryoftheoriginalinformationinsimplewords