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Note-taking is one of the essential skills which is used to facilitate the process of consecutive interpreting and the different aspects of the cited skill has been investigated in the history of interpreting. But despite of this significance, very little related research could be found about note-taking in Persian-English consecutive interpreting. Due to this paucity, the present study explored and examined the translation teachers’ and students’ opinions in this respect in order to identify the weaknesses of teaching and utilizing note-taking during the process of consecutive interpreting  particularly in Iranian academic contexts. For the purpose of this research, four interpreting teachers from different Iranian universities, besides 10 male and female undergraduate translation students of quoted academic context who had passed interpreting courses, were selected meticulously and by means of phone interview, the required data were collected. The results of this investigation clearly indicate that, as well as teaching interpreting courses by the non-qualified teachers more often than not, the used syllabuses for interpreting courses do not cover all aspects of the issue and should be redesigned according to the students’ future needs in the role of the professional interpreters. Additionally, while almost all general concepts, techniques and strategies are totally unfamiliar to translation students, they entirely acknowledge the necessity of learning much more about note-taking.

Note-taking in Persian-English Consecutive Interpreting: Considering Iranian Translation Teachers’ and Students’ Opinions