scholarly journals Note-taking in consecutive interpreting. On the reconstruction of an individualised language

2021 ◽  
Vol 1 ◽  
Author(s):  
Kurt Kohn ◽  
Michaela Albl-Mikasa
Keyword(s):  
Word Formation ◽  
Semantic Relations ◽  
Note Taking ◽  
Cognitive Approach ◽  
Word Meanings ◽  
Special System ◽  
Consecutive Interpreting

To facilitate the process of consecutive interpreting, professional interpreters typically use a special system of note-taking. In the approaches developed on the basis of practical interpreting experience, these notations are commonly regarded as a note-taking technique, and in relevant specialist literature they are often conceived as a language-independent instrument. Against the background of a cognitive approach, however, it can be shown that the so¬called note-taking TECHNIQUE can adequately be described by means of the theoretical constructs LANGUAGE and DISCOURSE. The language dimension is explored with regard to word meanings, word formation and inflection, semantic relations at sentence and text level as well as pragmatic functions. The discourse dimension is mainly discussed from the perspective of rele¬vance theory with a particular emphasis on the balance between the explicit and the implicit.

Instructing novice consecutive interpreters

Babel ◽  
2009 ◽  
Vol 55 (4) ◽  
pp. 329-344 ◽  
Author(s):  
Alya' M.H. Ahmad Al-Rubai'i
Keyword(s):  
Cognitive Ability ◽  
Human Life ◽  
Cognitive Tasks ◽  
Cultural Environment ◽  
Note Taking ◽  
Special Training ◽  
Memory Problems ◽  
Cognitive Activities ◽  
Original Message ◽  
Consecutive Interpreting

All aspects of human life rely on the most important cognitive ability that man has been endowed with, namely, memory. Some cognitive tasks such as consecutive interpreting put high demands on this powerful ability to the effect that it needs special training to cope with those demands. The interpreter is required to perform a number of complex cognitive activities in order to transpose the original message from one socio-cultural environment into another. Unless his memory is able to perform well, his task will be adversely affected. In this paper, an attempt is made to suggest a number of steps that provide special training to novice interpreters with the aim of improving the performance of their memory. This is done in a preparatory training course that does not involve consecutive interpreting but working from and into the same language. If the instructor manages to help the trainee overcome memory problems in advance, he can smoothly introduce him to the process and strategies of consecutive interpretation proper. The steps suggested proceed over three phases: (1) attentive listening, meaningful analysis and visualizing, (2) anticipation and note-taking, and (3) rephrasing.


Teaching Turkic-speaking school students the morphemic structure of the word in the Russian language classes: ethno-cognitive approach

2020 ◽  
pp. 87-95
Author(s):  
Elena A. Zheleznyakova
Keyword(s):  
Cognitive Abilities ◽  
Word Formation ◽  
Russian Language ◽  
School Students ◽  
Cognitive Approach ◽  
Word Structure ◽  
Language Classes ◽  
Turkic Languages ◽  
Group Words ◽  
Linguistic Material

In a modern Russian school, together with Russian-speaking school students, children of migrants study, for most of whom are native Turkic languages. For foreigners, traditional lessons should be supplemented with corrective lessons in Russian as a non-native language, the effectiveness of which will be high provided that an ethno-cognitive approach to teaching is followed. Learning the morphemic structure of a word based on an ethno-cognitive approach is the subject of this study. The aim is to develop methodic recommendations based on the analysis of the features of the morphemic structure of Turkic words, to identify possible difficulties in mastering the morphemic structure of the Russian word by Turkic-speaking students, and to highlight methods and techniques based on the principles of consciousness and the development of students’ cognitive abilities. Two main difficulties in the field of the morphemic word structure for foreign children are highlighted: Russian inflection and morphological ways of word formation: prefix and prefix-suffix. When working with these topics, the teacher should develop students’ ability to think analytically, comparing and identifying the essential features of a linguistic phenomenon, make assumptions and find confirmation for them. Mastering inflection will be more effective if you group words thematically, work according to ready-made patterns and models of inflection, increase the number of tasks “for substitution” and “for replacement”. The following stages of work on concepts are substantiated: analysis of linguistic material and highlighting the main fea-tures of a concept; generalization of signs, establishing a connection between them and introducing the desired term; concretization of concepts based on new linguistic material.

scholarly journals Ein Modell des KSD unter Einsatz der Notizennahme

1970 ◽  
Vol 44 (1) ◽  
pp. 39-54
Author(s):  
Lucyna Krenz-Brzozowska
Keyword(s):  
Note Taking ◽  
Consecutive Interpreting

The article presents a model of consecutive interpreting that includes note-taking. This conceptualization derives from the model developed by Żmudzki, hence his approach is discussed in this paper as well. Later the author focusses on the language which interpreters use for note-taking. The finding of so oriented reasoning enabled developing of another model that can be implemented in the course of consecutive interpreting involving note-taking.

"Semantic modification and lexical neologization – a means of enriching the Bulgarian lexicon"

Lyuboslovie ◽  
2021 ◽  
Vol 21 ◽  
pp. 293-310
Author(s):  
Teodora G. Ilieva ◽  
Keyword(s):  
Word Formation ◽  
Semantic Relations ◽  
Foreign Word ◽  
Word Combination ◽  
Lexical Items ◽  
Media Texts ◽  
Formal Relations ◽  
Semantic Transformation

In this article the neo-semanticisms are presented by real neologisms and occasionalisms, excerpted in recent years from Bulgarian media texts with different thematic orientation and stylistic expression. Commens are also made on the lexicon that has emerged through tracing and borrowing, which builds formal relations of homonymy with words that already exist in our language. Each of the 44 lexical items is presented in a dictionary article, including its morphological and semantic characteristics; word formation parameters; the motivating foreign word (if any); distribution of the palette of semes registered in the lexicographic arrays; the new sememe – the result of semantic transformation, in a minimal context; classification of the free and/or stable word combination it forms; the formal and semantic relations in which it enters and its stylistic affiliation. The study finds that the enrichment of the vocabulary of the Bulgarian language is achieved as a result of democratization, colloquialization and internationalization of the language. Semantic modifications are realized mainly through: metaphorization, metonymization, personification and comparison.

From relational schemas to subject-specific semantic relations

2004 ◽  
Vol 2 ◽  
pp. 235-259
Author(s):  
Ulrike Oster
Keyword(s):  
Word Formation ◽  
Semantic Relations ◽  
Compound Words ◽  
Complex Issue ◽  
Relational Schemas ◽  
Subject Specific

Compounding is a major word-formation procedure in many languages, and even more so in specialised terminology. The classification of these compound words is a very complex issue due to the large number of semantic relations that can hold between the constituents of the compound. Typologies for different special languages differ considerably from each other and usually combine rather general with highly subject-specific relations. This paper presents a proposal for a two-step classification of these intraterm relations. First, a set of basic relational schemas is worked out, whose purpose is to serve as a tool for the interpretation of semantic relations. These schemas, which are potentially applicable to any domain, are then used to classify the actual compound terms that appear in a corpus of texts from a specific technical field.

On twittizens and city residents

2020 ◽  
Vol 15 (1) ◽  
pp. 21-41
Author(s):  
Elizaveta Tarasova ◽  
Natalia Beliaeva
Keyword(s):  
Formation Mechanism ◽  
Native Speakers ◽  
Native Speaker ◽  
Word Formation ◽  
Semantic Relations ◽  
Semantic Structure ◽  
Web Based ◽  
Semantic Level ◽  
Semantic Relationships ◽  
Experimental Findings

Abstract The present study analyses native speaker perceptions of the differences in the semantic structure of compounds and blends to specify whether the formal differences between compounds and blends are reflected on the semantic level. Viewpoints on blending vary, with some researchers considering it to be an instance of compounding (Kubozono, 1990), while others identify blending as an interim word formation mechanism between compounding and shortening (López Rúa, 2004). The semantic characteristics of English determinative blends and N+N subordinative compounds are compared by evaluating the differences in native speakers’ perceptions of the semantic relationships between constituents of the analysed structures. The results of two web-based experiments demonstrate that readers’ interpretations of both compounds and blends differ in terms of lexical indicators of semantic relations between the elements of these units. The experimental findings indicate that language users’ interpretation of both compounds and blends includes information on semantic relationships. The differences in the effect of the semantic relations on interpretations is likely to be connected to the degree of formal transparency of these units.

La necesidad de una técnica de toma de notas en interpretación consecutiva: una experiencia

2016 ◽  
pp. 171
Author(s):  
Paula Pérez Campos ◽  
María-José Varela Salinas
Keyword(s):  
Pilot Study ◽  
Proper Names ◽  
Optimal Performance ◽  
Note Taking ◽  
Discourse Units ◽  
Consecutive Interpreting ◽  
The Way

The experiment described in this paper was inspired by Daniel Gile’s Effort Model for consecutive interpreting and an experiment he conducted with students in 1991. Its goal is to determine to what extent the lack of a well-developed note-taking technique is an obstacle to optimal performance in students. The participants, a group of interpreting students who do not yet master any specifi c note-taking technique, are told to interpret two similar texts: one with the help of notes, one without. Their rendition is evaluated considering a series of discourse units representing different categories of markers, i.e. proper names, numbers, lists and terms.Despite the competition between the listening and analysis effort and the note production effort, all of the participants provide a better interpretation when taking notes. However, their scores show room for improvement, which could be achieved through a better command of note-taking strategies. The present work is a pilot study that paves the way for further research into note-taking in consecutive interpreting. It also highlights the importance of learning note-taking principles as part of conference interpreting training.

Note-Taking for Consecutive Interpreting

Babel ◽  
1976 ◽  
Vol 22 (3) ◽  
pp. 107-116 ◽  
Author(s):  
John A. Henderson
Keyword(s):  
Note Taking ◽  
Consecutive Interpreting
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