Abstract:
Note-taking is largely considered an important support tool for performance during consecutive interpreting. Thus, note-taking is commonly taught as an aid to memory within interpreter training programmes. In order to research students’ views towards note-taking, a survey was conducted using a semi-structured group interview with a small group of Masters’ students. A set of questions with follow-up probes was administered to participants, further analysed thematically. The study explores the learner’s perspective, focusing on students’ attitudes towards note-taking strategies, their confidence in using symbols and the main cognitive demands they experience during interpreting tasks. Findings reveal several key patterns, ranging from confidence issues to variations between taught conventions and actual practice. The insights from this study may inform future, larger-scale research on interpreting pedagogy and note-taking competence.
