1.

Introduction

1.1.

Background of the study

Globalization has enhanced the publics demand for more qualified translators and interpreters. Under the condition of communication demands, interpreting becomes an important requirement in most of activities. The two main types of interpreting: consecutive interpreting and simultaneous interpreting both need a very short while to understand provided information, rearrange materials and render into target language. Qualified interpreters should have a language competence both in the source and target language. This is the most important point. Besides, they should also care about the code ethics in interpreting. Interpreters are also the people who have a wide range of knowledge about different matters in order to serve in the certain topics, such as: culture, science, economic, etc. No matter how brilliant the interpreters are, if they dont have a careful preparation, they will find some difficulties. Preparation and experience will contribute almost to the success of interpreters. Working as interpreters, there is required to have a high level of concentration and fluent skills. In this case the interpreter should have the techniques to support themselves. The tense and the loads will affect the cognitive process. Memory plays a very important role. Another skill that is also need to be acquired is note taking. The interpreters should know the note-taking techniques, one of the first prerequisite in interpreting. Note taking is one of the most fundamental skills for interpreting students to learn and master. It is also useful on the job for interpreter. The skill of taking notes is probably most challenging for learners because of the manner in which they receive and process information. Needless to say, only by taking advantages of note taking skill can interpreters fulfill their task. Many

interpreters can aware the role of note taking in interpreting and use it effectively in their interpretation. Translation and interpretation are regarded as the most essential and principal skills that students of foreign languages should acquire. Because of the limited teaching periods provided in curriculum and students motivation, it is absolutely necessary to understanding and mastering memory and note taking skill. Teaching and learning interpreting in foreign language faculty is the latest and the most challenge to teachers and students, because it is the fact that, manners of interpreting are little focused because third year students rarely have chance to access to professional interpretation environment; consequently manners are often ignored. Therefore, they often get difficulties in doing their interpreting during first step of getting acquainted with the subject, and practice interpreting skills. With this regard, the objective of this thesis is to suggest the students of English Faculty how to use notes in the most useful way for the purpose of interpreting practice. Studying on note taking skill in consecutive interpreting skill brings students a clear picture about one of a vital skill in consecutive interpreting. 1.2. Aims of the study

The main aim of this thesis is to introduce the role of note taking skill for interpreting study and practice and more importantly, presenting the students of English Faculty the most practical implications of using notes in support of effective interpreting. Furthermore, the survey was designed to find out the current situation of English students on their way of using note taking skill as the assistant for the interpreting study and to propose some suggestions to improve this skill.

In doing so, this study hopes to provide a reasonable answer to the following questions on interpreting that many students of interpreting have risen: I. What are the difficulties of students when taking notes in consecutive interpreting? II. III. What is the role of note taking in consecutive interpreting? How to improve note taking skill for student in studying consecutive interpreting? 1.3. Organizations of the study

The thesis starts with Chapter I, providing the background and organization of the study, followed by Chapter II, introducing the general background of interpreting, its impact on the process of mastering interpretation skill. In Chapter III, the study with a specified methodology to access the theme of thesis is clarified, which providing academic foundation for a survey conducted to investigate the current situation of using note taking skill for language learning among English students of FLF in Chapter IV. The thesis ends with Chapter V: It is a brief conclusion for the whole work and some suggestions for improving note taking skill during studying interpreting. Additionally, found in Appendices are catalogs of recommended websites, tests as well extra exercises for training to help students master note taking skill.

2. Literature review 2.1. Interpreting

In order to obtain the adequate understanding, the definition of interpreting should be provided at first. In the attempts of defining interpreting activity, there are many different points of view on this issue. For instance, interpreting is defined as oral translation of a written text (Shuttleworth & Cowie, 1997, p.32). While as Roderick Jones, interpreting is defined as an "immediate oral translation. (2002, p.3)

The following definition by Anderson: [] interpretation occurs whenever a message originating orally in one language is reformulated and retransmitted orally in a second language (1978, p. 218, emphasis added). Based on Kades ideas (1968) as quoted in Pchhacker 2004, p.11)

Interpreting is a form of Translation in which a first and final rendition in another language is produced on the basis of a one-time presentation of an utterance in a source language

Another definition of definition has been given by Mahmoodzadeh (1992). As he stated, interpreting consists of presenting in the target language, the exact meaning of what is uttered in the source language either simultaneously or consecutively, preserving the tone of the speakers. Then, the task of interpreting is rendering information and ideas from one language into another language by means of speaking.

In general, comparing to translation, it is obviously that, both translation and interpreting shares the common features, they consist in reformulating a source text (written, spoken or signed) into a target text (also written, spoken or signed). Both translators and interpreters have to deal with problems raised by inter - linguistic issues, such as lexical and grammatical discrepancies which force them to decide what information to keep, what information to omit and what information to add. On the other hands, unlike translation, interpreting is a spontaneous activity. The interpreter translates orally, while a translator interprets written text. It is necessary for interpreters to concentrate well during the task in order to receive and understand the incoming message and then express its meaning in the target language. During the process of interpreting, the interpreters have to listen carefully, understand the message, remember it and think fast and reproduce the translation soon. There is no time to consult any dictionary and they must pay a high attention. 2.2. Modes of interpreting

Based on the different situation, interpreting can be classified in the various modes. According to Hatim and Mason (197, p.36), there are three principle modes of interpreting: simultaneous, consecutive and liaison. Each mode has the different characteristics based on the working conditions. In facts, as mentioned in the previous chapter, this thesis mainly focuses on two main types of interpreting: consecutive interpreting and simultaneous interpreting. In consecutive interpreting, the interpreter waits until a complete statement has been spoken and then begins interpreting. Depending on the length of the speech, interpreter can take note to support the interpretation or otherwise, rely on the capacity of memory to produce the interpretation. However, it is prerequisite that, a key skill involved in consecutive interpreting is note-taking,

since few interpreters can memorize a full paragraph at a time without loss of detail. In simultaneous interpreting, the interpreters convey continuously the full and accurate meaning of what is said in the source language into speech in the target language at the same time with the speaking utterance, the interpretation just finishes after a few second after the speaker. Discussing on the differences of consecutive interpreting and simultaneous, Jones (2002, p.5,6) pointed out that, whether working in consecutive or simultaneous, the interpreters must have the ability of listening the speaker actively, comprehending and analyzing what is being said in an appropriate form of language. When interpreting consecutively, interpreters use a system of abbreviations and symbols to take detailed notes during the speech. These systems are developed over time through a combination of training and experience, making for as many unique note-taking systems as there are individual interpreters. Gile (1997), identifies that consecutive interpreting has two stages: a listening phase, in which, the interpreter listens to the source language and take notes. The second phase is a reformulation phase, in which, the interpreter delivers the source language in the target language with the support of memory and notes. The listening and analysis phase is described as follow:

Listening = L + M + N + C In this phase, L refers to the listening and analysis, M to short term memory, N to note-taking and C to the coordination efforts. The listening and analyzing effort involves in comprehension the source language, identification the meaning of the message. The short term memory component is the time when

the source language information is written down, this is the moment the interpreter decides to note that information down or fades it away from the memory. The note taking effort is the process to decide which information should be noted and how to note it. The last effort refers to the set of the whole process to create the connections between the information and ideas to produce the interpretation. The reformulation phase is represented as follow:

Reformulation = Rem + Read + P

In this phase, the message is retrieved from the memory and the notes as well, and then the interpretation will be produced in the target language. According to this model of consecutive interpreting developed by Gile, good memory is prerequisite for interpreter. However, many people say that although they can understand the message that the speaker is delivering, they still find it is difficult to commit the content of the message to their memory. As a result, it is impossible for them to interpret what has been no longer in their mind. Then note- taking is used as a supplement tool of memory for consecutive interpreting. Although it can serve as an effective aid to the memory, but they can never replace the role of memory. In consecutive interpreting, memory comes first and then notes function to support it. The good combination of memory and notes will bring an effective interpretation. 2.3. Note taking skill 2.3.1. The role of note taking skill in consecutive interpreting. Note plays an important part in consecutive interpreting. During the process of consecutive interpreting, the information in the source language will be registered in the interpreters short term memory, if they do not do anything with this information, it will soon disappear. Smith (1985) quoted in Santiago (2004) states that, Short term memory has a very limited duration. We can

remember six or s even items only as long as we give all of our attention to them (Smith, p.38). Note taking has been proved to be very useful for the interpreter working consecutively. A study on note taking skill in consecutive interpreting summarized the role of note taking as follow: Firstly, notes improve concentration; prevent distraction, thus facilitating the reception and analysis of the speech. Secondly, notes help the interpreter relieve the memory. Although the interpreter may have understood the ideas of a speech, there are too many detail elements in a speech that interpreters can recall all of them. By recording the specific details and data such as proper names, numbers, figures, lists of things, or specialized terms, technical expressions, etc, notes release the interpreter from bearing the whole thing in mind. Thirdly, as mnemonic, notes activate the memory of the interpreter with cues or signals that call up the information in the speech. With notes, the main ideas, the secondary elements and the links among them become clear and easier for the interpreter to visualize. Finally, notes can also be used to highlight missing details, inconsistencies within the speech and anything implausible that needs attention latter. Conspicuously, the skill of note-taking is very helpful to interpreters, the content and structure of a speech are reflected in notes, and the notes in turn are used as a path to verbalize the speech. Despise of those, it is essential to remember that, notes are no more than an aid to enhance the interpreting process done correctly and effectively. They are not an end in themselves, but a mean to an ends. (Jones, 2002, p. 39). 2.3.2. Process of note taking in consecutive interpreting

According to Jones (2002, p.39), consecutive interpreting is a process comprised by three stages, understanding, analyzing and re - expressing. Note taking is a part of analyzing stage, if the speech is not fully understood, all the

efforts to take note are just in vain. However, if note taking is separated from the analyzing, the interpreter may be lost in the information overload. The interpreter cannot identify what are the main ideas, what are the secondary elements, and what are the connections between them in order to decide what should be noted and what should not. In conclusion, note taking process is not a simple one. In order to master this skill, students should know the basic principles of: when to start taking notes, the content of notes and form of notes.

2.3.2.1. When to start taking notes?

According to Herbert (1952: 35f), beginners should be taught to start taking notes as soon as the speaker starts delivering his/her speech because in some situations what might look like a few words may unexpectedly end up as a very long discourse. Besides the interpreter is not required to take everything exactly the same way as the speaker, his or her notes are not presented in exact order as they were said by the speaker, so there is no need for the interpreter to wait until the speaker finishes an utterance to take note. This point of view was also confirmed by Jones (2002, p. 62 63) that, although it is true that interpreters deal with ideas not words when taking notes, they should start note taking as soon as possible insofar as they can sure where an element fits in notes. However, note as quickly as possible does not mean note every notion of the speech. For example, the interpreter may hear The Prime Minister attacked the leader of opposition for being opportunistic over the issue of the war, firstly, he/she will note down the noun phrase The prime minister only when he/she hears the verb attacked, thus, realizing that, the prime minister in this situation is a noun phrase functions as an active subject not an object.

In case of being a passive sentence, The Prime Minister was attacked by the leader of opposition for being opportunistic over the issue of the war, the interpreter should avoid to note immediately the noun phrase the Prime Minister, because, in such case, this noun phrase will obviously be in the object position. It is also worth mentioning that as soon as speakers finish the utterances, the interpreter should stop taking notes instantly and start reproducing ideas. If the interpreter is too preoccupied with notes, he or she will delay the interpretation, which is not wanted. The interpreter cannot afford to take longer than the speaker. He or she is expected to react immediately after the speaker has finished. 2.3.2.2. Form of notes This discussion concerns on how to take notes in terms of the language of notes, symbols and abbreviations and the layout of notes. 2.3.2.2.1. Language of notes Researchers have varying and contradictory positions over language choice in note-taking. Most writers about note-taking in consecutive interpreting tend to adopt one of two contrasting positions: some advocate the use of the target language, e.g. Herbert 1952; Rozan 1956; Seleskovitch 1957; Djean Le Fal 1981; Laplace 1990 while others like Ilg 1988; Alexieva 1994; Gile 1995 argue that the source language may be a better choice (as cited in Dam, p.4). For instance, Alexieva (1994, p.205) gives two reasons why the SL should be chosen. First, opting for the TL means adding inter - lingual transfer to listening, note-taking and memory operations, thus complicating things further as this involves working with the signs of the SL and TL and executing inter lingual transfer before note-taking. Second, the reliability of inter - lingual transfer in the absence of the following context is questioned since decisions taken may not be warranted by what comes next, which may lead to incorrect notes. Gile (1995, p. 182) also support the above opinion. According to him,

taking note in the target language theoretically requires more processing capacity. However, Herbert (1952, p. 38) argues that dealing with the problems of translation while the notes are being taken helps facilitate the reading of notes, thus improving production. Seleskovitch (1989, p.76) and Seleskovitch and Lederer (1995, p.37) give another reason arguing that taking notes in the TL when an idea cannot be noted in symbols helps make sure from the start that students are not noting words they hear but reminders of what they have understood (sense). They (1995, p.31) argue that this will help students dissociate the two languages, thus producing a less literal translation. Then, students gradually develop their own methods of note-taking. However, Seleskovitch and Lederer argue that if the right TL term does not come to mind immediately as is the case with transposable items it should be noted in the SL because thinking about it might take a long time and cause the interpreters would miss parts of the original (1995 p.31). Jones (2002, p.60 61) gives a slight preference to the target language, but argues that the issue should be addressed in a pragmatic, non-dogmatic, way because, first, much of the notes could be written in a Meta - language (symbols and/or abbreviations) which is neither the source language nor target language. Second, some words might be noted in either the source language or target language, but the final form of the notes might be cryptic or ambiguous with the words not necessarily being related to one another in a way that adheres to the grammar or syntax of either language. Third, the interpreters might write their notes in both the source language and target language or a third language because its words are shorter, easier to note or just come naturally to mind. In conclusion, the interpreter should not too much worry about the question of source language or target language. It is better to use language to note flexibly and easy for note taking process. 2.3.2.2.2. Symbols and Abbreviations.

Consecutive interpreters use symbols and abbreviations in their notes to help them save time during note taking. These abbreviations and symbols must be unequivocal and unambiguous enough for the interpreter to understand immediately when reading back notes because under time pressure the interpreter has no chance to reconsider the meaning of abbreviations. Abbreviations or symbols may be meaningless to others, but must be meaningful to the interpreter using it. The use of symbols and abbreviations should be automatic because any new one created in the process of interpreting may require so much attention. Consequently, a successful note-taking technique for consecutive interpretation calls for a method of reducing words to ideas and putting the ideas into symbols and abbreviations that can then be re-expressed in another language. An interpreter must not try to write down word for word everything the speaker says because a hundred words may contain only one idea, while one word may imply several ideas. Only by developing his own system of abbreviations and symbols beforehand, can the interpreter make them come to his pen automatically. Study of Rozans book is a good way to begin developing ones own notetaking system. There are some basic guidelines on note-taking that should be followed: Your note-taking system must be your own. It must be one that you can easily use, based on your own style of handwriting. It is helpful to learn a stenographic system such as shorthand, or a note-taking system such as Speedwriting, or to invent your own way of writing phonetically (representing sounds as well as words or ideas). English, for example, has only about 40 sounds. But it is not helpful to get into the habit of trying to write down everything a speaker says verbatim. Adopt and use symbols that are useful for the subjects you are dealing with. Always use a symbol to mean only one thing in a given context.

 Use pictorial or graphic devices like circles and squares or lines and arrows. You are not writing out the speech; you are drawing a picture for yourself of the speech. Arrange your notes on the page in a meaningful way (for example, with the main points at the top and minor points at the bottom). Use indentations logically and consistently. Learn and use conventional abbreviations and acronyms (for example, the telegraphic business abbreviation cak meaning contract, or the morse-code acronym SOS to mean help). Adopt a simple, one-stroke symbol which, whenever you write it, will mean the main subject of the speech. Adopt a simple sign which will mean three zeros, so that you can write down large numbers quickly (for example, if means three zeros, then 89 means 89 million). Adopt another symbol to represent two zeros. Adopt or coin abbreviations or acronyms for often-used phrases (examples: asap = as soon as possible; iot = in order to; iaw = if and when). Invent symbols for common prefixes and suffixes, such as pre-, anti- or tion, -ment. When you write out words, do not double any consonants, and delete any vowels that are not necessary to make the word recognizable or to distinguish it from another similar word. When interpreting consecutively, write your notes as much as possible in the target language. Always have enough sharp pencils or functioning pens at hand.

Based on James, Jordan, and Matthews, (1991), there are the reference for using symbols and abbreviations in notes as followed

Symbols Below are some common shorthand symbols useful for speedy note taking:

therefore because x ? / & or + a dash (often used to join ideas and replace words or punctuation marks that have been omitted) " " ditto (means the same as the words immediately above the ditto marks) does not equal, differs from, is the opposite of larger than < is equal to or smaller than is equal to or larger than smaller than statement/answer is correct statement/answer is wrong Question; is the statement correct? or (this/that = this or that) and/plus

is/are/have/has/equals >

leads to/results in/causes does not lead to/result in/cause

Abbreviations: Many of the common general abbreviations useful in note making are found in an appendix in a dictionary; however, some of these are listed below:

e.g. i.e. etc. c.f. viz. c.(or ca.) N.B. C19 1920s approx. dept diff.(s) excl. govt.

for example that is etcetera: and so on compare namely about/approximately note nineteenth century; similarly C20 etc. i.e. 1920-1929; similarly 1970s etc. approximately department difficult(y)(-ies) excluding government

imp. incl. info. lang. ltd max. min. 1st 2nd 3rd G.B. U.K. Eng. Brit. Q. A. no. p./pp.

important/importance including information language limited maximum minimum first second third etc. Great Britain United Kingdom English British question answer number page/pages

poss. prob. probs. reref. sts tho' thro' v. s/t s/o

possible/possibly probable/probably problems with reference to/concerning reference students though through very something someone

There are many sources of symbols. You will find them all around you, even on signs in the street. It does not matter from what source you borrow your symbols, so long as you use them consistently in your own note-taking system. Look for symbols that can be written quickly and easily, with few pencilstrokes. The following are a few possible sources of symbols: Proofreaders marks (see, for example, back matter of dictionaries) Symbols or abbreviations from dictionary entries, like ~ Mathematical and algebraic symbols, like or >

 Books on semiotics Ancient writing systems, like Norse or Cuneiform Conventional business and commercial symbols and abbreviations, like @, , c.i.f. or a.s.a.p. Foreign-alphabet letters Pictographs borrowed from languages with pictographic script, like Chinese (for example, to mean standing) Pictographs and pictographic devices borrowed from ancient hieroglyphic scripts (for example, runes, or the ancient Egyptian device of enclosing the proper names of important people in a cartouche) Punctuation marks, like! or? or / (for example, you could use +/ to mean and or, and the ampersand (&) to mean and) Signs of the zodiac Pronunciation symbols, accents, diacritical marks unxly untimely, late capital letters used for a specific meaning, like P to mean president, or F to mean France; or single letters used for a specific meaning, like c to mean country Childrens picture-writing (e.g. to mean house or shelter, or (to mean happy or pleased, or to mean love) Symbolic logic Scientific symbols, like Musical signs for woman and for man

2.3.2.3. Contents of notes 2.3.2.4. Main ideas Notes are not expected to be complete or organized exactly the same way as in the original speech. Instead they are expected to provide the cues necessary to remember the information in the speech. Most researchers argue that the consecutive interpreter should note the ideas, not the words or phrases.

2.3.2.4.1. The main ideas The first thing that should be noted is the main idea. Notes can be compared to the skeleton outline of the speech shaped with main ideas and the links between them