지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
Before teaching simultaneous interpretation, most schools of interpretation teach consecutive interpretation since the time lag allows students to fully process the source text before interpreting. One of the crucial elements of consecutive interpretation is note-taking which once mastered becomes second nature to the interpreter.
The purpose of this article is to examine the notes of students to determine whether there can be ways to help students improve their note-taking skills. The notes of first year students will be analyzed to determine whether or not the way notes are taken affects the output,and if so, to help students who are struggling with their note-taking skills.
목차
등록된 정보가 없습니다.
참고문헌 (10)
참고문헌 신청
Ahrens, B. / 2005 / Rozan and Matyssek: Are they really that different? A comparative synopsis of two classic note-taking schools / FORUM 3 (2) : 1 ~ 15
Alexeiva, B. / 1994 / translation and interpreting 2: Insights, aims, vision , In Teaching translation and interpreting 2: Insights, aims, vision / John Benjamins : 199 ~ 206
Dam, H.V. / 1998 / Lexical Similarity/Dissimilarity in Consecutive Interpreting / The Translator: Studies in intercultural communication 4 (1) : 49 ~ 69
Gile, D. / 1995 / Basic concepts and models for interpreter and translator training / John Benjamins
Gillies, A. / 2005 / Note-taking for consecutive interpreting ? A short course / St. Jerome
Alexeiva, B. / 1994 / translation and interpreting 2: Insights, aims, vision , In Teaching translation and interpreting 2: Insights, aims, vision / John Benjamins : 199 ~ 206
Dam, H.V. / 1998 / Lexical Similarity/Dissimilarity in Consecutive Interpreting / The Translator: Studies in intercultural communication 4 (1) : 49 ~ 69
Gile, D. / 1995 / Basic concepts and models for interpreter and translator training / John Benjamins
Gillies, A. / 2005 / Note-taking for consecutive interpreting ? A short course / St. Jerome
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