訊息密度對逐步口譯筆記之影響

貝美達

doi:10.6342/NTU202102803

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訊息密度對逐步口譯筆記之影響

The Impact of Information Density on Consecutive Interpreting Note-Taking

貝美達 , Masters　　Advisor：吳茵茵　　

英文 DOI： 10.6342/NTU202102803

訊息密度；逐步口譯；筆記；語言方向；口譯員訓練程度； information density ； consecutive interpreting ； note-taking ； directionality ； interpreter training

Abstract │ Reference (76) │ Altmetrics

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This research investigated the impact of information density on consecutive interpreting (CI) note-taking output for both interpreting directions across three levels of training. To this end, eleven participants, all of whom were enrolled in translation and interpretation graduate programs in northern Taiwan at the time, were recruited to take part in a CI experiment and retrospective interview. Of the participants, four were in year one of their studies (Y1), four were in year two (Y2), and three were in year three (Y3); all had a language combination of Chinese A, English B. The CI experiment required participants to interpret four speeches in total, two from Chinese into English and two from English into Chinese. Each speech was divided into two segments and manipulated so that the information density of one segment was relatively higher to the other segment and audio recorded by native speakers. After each participant completed all four interpreting tasks, they participated in a retrospective interview. In total 44 sets of notes were collected for analysis alongside data from the retrospective interviews. 
	
The collected CI notes from each interpreter were compared across information densities, interpreting direction, and levels of training for language, form, and quantity. Analysis revealed that directionality and information density had an impact on note-taking language. Regardless of level information density setting, direction of interpretation, or training level, participants consistently produced more B language notes than A language notes; furthermore, the generally preferred B language was employed less when listening to A input, and participants produced the least B language when listening to high density A language. In terms of form, participants produced relatively fewer language notes and more symbol notes when noting high density input. Chinese-specific forms (simplified, traditional, zhuyin, pinyin), however, were not noticeably affected by density or directionality. Furthermore, year one (Y1) interpreters produced more language-based notes and far fewer horizontal lines than the other two cohorts. Note quantity increased per proposition when noting low density input and was seen to steadily increase with each year of training. Finally, student interpreters identified three strategies they used to cope with high density input: prioritizing writing/retrieval speed, shifting cognitive resources, and using more source language. Based on these findings, this study concludes information density does have an impact on some aspects of CI note-taking and that these impacts can vary depending on interpreting direction and training of the interpreter.

Reference ( 76 ) 〈TOP〉

Abuín González, M. (2012). The language of consecutive interpreters’ notes: Differences across levels of expertise. Interpreting, 14(1), 55-72. https://doi.org/10.1075/intp.14.1.03abu
Ahrens, B. (2015). Note-taking. In F. Pöchhacker, N. Grbić, P. Mead, R. Setton (Eds.), Routledge encyclopedia of interpreting studies (pp. 283-286). Routledge.
Alexieva, B. (1993). On teaching note-taking in consecutive interpreting. In C. Dollerup A. Loddegaard (Eds.), Teaching translation and interpreting 2: Insights, aims, visions (pp. 199-206). John Benjamins.
Alexieva, B. (1994). On teaching note-taking in consecutive interpreting. In C. Dollerup A. Lindegaard (Eds.), Teaching translation and interpreting 2: Insights, aims, visions (pp. 199-206). John Benjamins.
Alexieva, B. (1999). Understanding the source language text in simultaneous interpreting. The Interpreters' Newsletter, 9, 45-59. http://hdl.handle.net/10077/2212

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