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There is a large body of literature on the subject of note-taking in the field of consecutive interpreting (CI). However, there is a lack of consensus regarding the validity of note-taking during short CI. For one thing, note-taking can divert an interpreter’s attention from listening, often to the detriment of analysis. This research empirically studied the effects of intensive interpreting treatment administered to Japanese university students. It then investigated the validity of note-taking for new learners by examining their CI with or without note status, according to language direction from L2 (English) to L1 (Japanese), and vice versa. The results showed a salient link between the treatment’s efficacy and the frequency of its administration but did not validate note-taking’s usefulness in CI for student interpreters. To further ascertain the validity of notation, CI was also analyzed according to sequentially presented paragraphs.

Validity of Note-taking for New Consecutive Interpreting Learners: An Empirical Study of University Interpretation Courses