Elevating Translation Precision: Note-taking in Consecutive Interpreting across Proficiency Level
Keywords:
consecutive interpreting, language proficiency, note-taking, translation accuracy
Abstract
This study investigates the relationship between note-taking detail, translation accuracy, and proficiency levels among ESL students engaged in consecutive interpreting. The primary aim is to determine how different levels of proficiency affect the detail of notes taken and the resulting accuracy of translations. Participants, categorized into beginner, intermediate, and advanced proficiency levels, were tasked with taking notes while interpreting a source speech. These notes were then analyzed for detail, and the subsequent translations were evaluated for accuracy using a predefined rubric. The analysis involved descriptive statistics to summarize the central tendencies and variability in note-taking detail and translation accuracy within each proficiency level. Additionally, Pearson correlation analysis was conducted to explore the relationship between note-taking detail and translation accuracy across all participants. The findings revealed that advanced students took significantly more detailed notes compared to beginners and intermediates. Furthermore, there was a positive correlation between the detail of note-taking and translation accuracy, indicating that more detailed notes led to more accurate translations. The study also found that proficiency level moderated this relationship, with the impact of detailed note-taking on translation accuracy being more pronounced at higher proficiency levels.
References
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Chmiel, A. (2010). How effective is teaching note-taking to trainee interpreters? The Interpreter and Translator Trainer, 4(2), 233-250. https://doi.org/10.1080/13556509.2010.10798805
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Hale, S., Lim, J., & Martschuk, N. (2023). Note-taking in court interpreting: Interpreter perceptions and practices in a simulated trial. Translation and Interpreting Research, 15(1), 1–21. https://doi.org/10.12807/ti.115201.2023.a01
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Mahmud, M., & Bhakti, A. W. (2022). Kemampuan Mencatat (Note-Taking) dalam Penerjemahan Lisan Konsekutif: Investigasi Kemampuan dan Persepsi Mahasiswa. Deiksis?: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 9(1), 55-65. https://doi.org/10.33603/deiksis.v9i1.672
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Rozan, J. F. (1956). La prise de notes en interprétation consécutive. Librairie del’Université Georg.
Sakamoto, Akiko (2011). An empirical study on the use of note-taking for Consecutive Interpreting in the teaching of written translation. The Journal of Specialised Translation, 16, 203–233.
Sipayung, K. T. (2023). The impact of machine’s and students’ translation on accuracy of roda kehidupan. Lingua Cultura, 17 (2), 153-159. https://doi.org/10.21512/lc.v17i2.9971
Siregar, R., Risnawaty., Arfanti, Y., & Sembiring, M. (2020). Reflection of undergraduate students on translation process: An outlook of translation teaching in university. Lingua Cultura, 14 (1), 57-67. https://doi.org/10.21512/lc.v14i1.6232
Stern, L. (2011). Training interpreters. In K. Malmkjaer & K. Windle (Eds.), The Oxfordhandbook of translation studies (pp. 490-509). Oxford University Press.
Szabó, C. (2021). Revisiting consecutive note-taking: What, how, and in what language? ELOPE: English Language Overseas Perspectives and Enquiries, 18(1), 107–124. https://doi.org/10.4312/elope.18.1.107-124
Ulwiyah, I. (2021). Investigating translation techniques through theme-rheme analysis. Lingua Didaktika: Jurnal Bahasa Dan Pembelajaran Bahasa, 15(1), 62–70. https://doi.org/10.24036/ld.v15i1.110507
Wang, J., & Wu, Z. L. (2022). An Empirical Study of Relationship between Forms of Note-Taking and Interpreting Quality in Consecutive Interpreting: A Case Study of Student Interpreters at Inner Mongolia University. Open Journal of Modern Linguistics, 12, 668-680. https://doi.org/10.4236/ojml.2022.125048
Winiharti, M., Syihabuddin, & Sudana, D. (2021). On google translate: Students’ and lecturers’ perception of the English translation of Indonesian scholarly articles. Lingua Cultura, 15 (2), 207-214. https://doi.org/10.21512/lc.v15i2.7335
Yamada, H. (2018). Validity of note-taking for new consecutive interpreting learners: An empirical study of university interpretation courses. Theory and Practice in Language Studies, 8(11), 13871396. http://dx.doi.org/10.17507/tpls.0811.02
Zhou, X. (2023). Note-taking Traits and Interpreting Efficiency in Consecutive Interpreting. Communications in Humanities Research. https://doi.org/10.54254/2753-7064/2/2022652.
Cai, R., Dong, Y., Zhao, N., & Lin, J. (2015). Factors contributing to individual differences in the development of consecutive interpreting competence for beginner student interpreters. The Interpreter and Translator Trainer, 9, 104 -120. https://doi.org/10.1080/1750399X.2015.1016279
Chen, S. (2022). The process and product of note-taking and consecutive interpreting: Empirical data from professionals and students. Perspectives, 30(2), 258-274. https://doi.org/10.1080/0907676X.2021.1909626
Chmiel, A. (2010). How effective is teaching note-taking to trainee interpreters? The Interpreter and Translator Trainer, 4(2), 233-250. https://doi.org/10.1080/13556509.2010.10798805
Dam, H. (2004). Interpreters’ notes: On the choice of language. Interpreting, 6(1), 3–17. https://doi.org/10.1075/intp.6.1.03dam
Doherty, S. M., Martschuk, N., Goodman-Delahunty, J., & Hale, S. (2022). An eye movement analysis of overt visual attention during consecutive and simultaneous interpreting modes in a remotely interpreted investigative interview. Frontiers in Psychology, 13, 1-14. https://doi.org/10.3389/fpsyg.2022.764460
Emilia, et al. (2021). A Fresh Look at Students' Note-Taking in Consecutive Interpreting: A Case in Indonesia. Translingua: Journal of Translation Studies, 15(1), 1–22.
Gile, D. (1995). Basic concepts and models for interpreter and translator training. John Benjamins.
Gillies, A. (2017). Note-taking for conseutive interpreting: A short course (2nd ed.). Routledge.
Hale, S., Lim, J., & Martschuk, N. (2023). Note-taking in court interpreting: Interpreter perceptions and practices in a simulated trial. Translation and Interpreting Research, 15(1), 1–21. https://doi.org/10.12807/ti.115201.2023.a01
Harliani, S. (2019). The World of Translation. OKARA: Jurnal Bahasa Dan Sastra, 13(1), 121-140. https://doi.org/10.19105/ojbs.v13i1.2272
Hikmaharyanti, P. D. A., Utami, N. M. V., Jayantini, I. G. A. S. R., Ariyaningsih, N. N. D. (2023). Cognitive Challenge inTranslation and Interpreting Studies. Retorika: Jurnal Ilmu Bahasa, 9(3), 384-392. https://doi.org/10.55637/jr.9.3.8139.384-392
Jabaghyan, N. (2021). Memory and note-taking as key elements in consecutive interpretation. Trans. Stud. Theory Pract, 1(1), 101–108. https://doi.org/10.46991/TSTP/2021.1.1.101
Jia, H. (2023). The correlation between note features and consecutive interpreting quality for english majors. Social Sciences Contemporary, 2, 68–95. https://doi.org/10.19873/j.cnki.2096-0212.2023.02.005
Khezerlou, E. (2023). Note-producing and Note-reading Patterns of Turkish Students in Consecutive Interpreting. SÖYLEM Filoloji Dergisi. https://doi.org/10.29110/soylemdergi.1187146.
Liu Y, Luo W and Wang X. (2023). Exploring the relationship between students’ note-taking and interpreting quality: a case study in the Chinese context. Front. Educ. 8:1157509. https://doi.org/ 10.3389/feduc.2023.1157509
Lu, Wei. (2013). Developing Note-Taking Skills in Concecutive Interpreting. Linguist. Cult. Educ, 2(1), 72-81, http://scik.org.
Mahmud, M., & Bhakti, A. W. (2022). Kemampuan Mencatat (Note-Taking) dalam Penerjemahan Lisan Konsekutif: Investigasi Kemampuan dan Persepsi Mahasiswa. Deiksis?: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 9(1), 55-65. https://doi.org/10.33603/deiksis.v9i1.672
Marwati, S., & Sastra, G. (2019). Working Memory Role on Gender towards Language Transfer: Study of Neurolinguistics. OKARA: Jurnal Bahasa Dan Sastra, 13(2), 181-192. https://doi.org/10.19105/ojbs.v13i2.2566
Mellinger, C. D. (2022). Cognitive behavior during consecutive interpreting: Describing the note-taking process. Translation and Interpreting Research, 14(2), 103-119. https://doi.org/10.12807/ti.114202.2022.a07
Nai, R. (2020). Study on “deverbalization” in teaching note-taking in consecutive interpretation. Atlantis Press. 1093–1097. https://doi.org/10.2991/assehr.k.200316.239
Nugrahani, D.-, & Purnomo, S. L. A. (2022). Do we need a quality assessment for note-taking technologies in technology-assisted interpreting? A descriptive study. Humanus: Jurnal Ilmiah Ilmu-Ilmu Humaniora, 21(2), 249–262. https://doi.org/10.24036/humanus.v21i2.116893
Rozan, J. F. (1956). La prise de notes en interprétation consécutive. Librairie del’Université Georg.
Sakamoto, Akiko (2011). An empirical study on the use of note-taking for Consecutive Interpreting in the teaching of written translation. The Journal of Specialised Translation, 16, 203–233.
Sipayung, K. T. (2023). The impact of machine’s and students’ translation on accuracy of roda kehidupan. Lingua Cultura, 17 (2), 153-159. https://doi.org/10.21512/lc.v17i2.9971
Siregar, R., Risnawaty., Arfanti, Y., & Sembiring, M. (2020). Reflection of undergraduate students on translation process: An outlook of translation teaching in university. Lingua Cultura, 14 (1), 57-67. https://doi.org/10.21512/lc.v14i1.6232
Stern, L. (2011). Training interpreters. In K. Malmkjaer & K. Windle (Eds.), The Oxfordhandbook of translation studies (pp. 490-509). Oxford University Press.
Szabó, C. (2021). Revisiting consecutive note-taking: What, how, and in what language? ELOPE: English Language Overseas Perspectives and Enquiries, 18(1), 107–124. https://doi.org/10.4312/elope.18.1.107-124
Ulwiyah, I. (2021). Investigating translation techniques through theme-rheme analysis. Lingua Didaktika: Jurnal Bahasa Dan Pembelajaran Bahasa, 15(1), 62–70. https://doi.org/10.24036/ld.v15i1.110507
Wang, J., & Wu, Z. L. (2022). An Empirical Study of Relationship between Forms of Note-Taking and Interpreting Quality in Consecutive Interpreting: A Case Study of Student Interpreters at Inner Mongolia University. Open Journal of Modern Linguistics, 12, 668-680. https://doi.org/10.4236/ojml.2022.125048
Winiharti, M., Syihabuddin, & Sudana, D. (2021). On google translate: Students’ and lecturers’ perception of the English translation of Indonesian scholarly articles. Lingua Cultura, 15 (2), 207-214. https://doi.org/10.21512/lc.v15i2.7335
Yamada, H. (2018). Validity of note-taking for new consecutive interpreting learners: An empirical study of university interpretation courses. Theory and Practice in Language Studies, 8(11), 13871396. http://dx.doi.org/10.17507/tpls.0811.02
Zhou, X. (2023). Note-taking Traits and Interpreting Efficiency in Consecutive Interpreting. Communications in Humanities Research. https://doi.org/10.54254/2753-7064/2/2022652.
Published
2025-05-01
How to Cite
Hikmaharyanti, P. D. A., & Wisudayanti, K. H. O. (2025). Elevating Translation Precision: Note-taking in Consecutive Interpreting across Proficiency Level. Indonesian Journal of EFL and Linguistics, 10(1), 109-123. https://doi.org/10.21462/ijefl.v10i1.887
Section
Articles
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