This paper deals with the note-taking
system in consecutive interpretation.
It discusses the relevance and
usefulness of taking notes as well as some essential
issues relating to
problems which note-taking presents, e.g. whether note-taking
learnt. If yes, which method is the best one? Symbol for everything or
noting words? Which one is the most effective technique? Which language to
The foreign or the target language? Or, another case, is it
better to use some
international symbols offered by various interpreting
schools? The aim of this
paper is not to answer those questions, it is
rather an attempt to show some
famous ideas of interpreters with
international recognition like Jean-Francois
Rozan, Jean Herbert, Danica
Seleskovitch, Heinz Matyssek etc. In spite of their
differing views on
note-taking, all of them stick to some general principles
it is important to note the idea, not the word; the interpreter
focus on the main idea; and, at last, notes should be clear, simple and
easy to be read.
We can say that each of us, teachers, interpreters and student interpreters, will have our own idea on what note-taking should be. Therefore, it is very difficult to demand the same system of note-taking of all students.
My own experience shows that, at first, students try to note everything which is being said finding out that they can not cope with their notes afterwards. Taking this into account, students should be taught general principles and techniques because they could help students elaborate their own way of note-taking while training their analytical abilities.